The Dwejra Lines Project, a citizen science project supported by Esplora’s National STEM Community Fund and led by the Malta Chamber of Scientists, is proving that learning doesn’t have to happen only in the classroom.
For neurodivergent students, those with autism, sensory sensitivities, anxiety or ADHD, traditional, structured environments can sometimes feel limiting, uncomfortable and hinder learning; whereas outdoor, hands-on activities tend to provide more freedom to explore, move and focus in ways that suit their strengths.
Opportunities to connect with nature can spark curiosity, reduce stress and channel attention, making non-formal learning a powerful tool for both personal growth and community engagement.
This year, the Malta Chamber of Scientists with a group of young neurodivergent teenagers set out to explore how such outdoor learning could empower these youths to play an active role in conserving one of Malta’s most ecologically important sites: the Dwejra Lines.
On this part of the Victoria Lines, built in the late 1800s, the teens found that the area behind the rock‑cut dry ditch, housing a wide open terreplein for field guns, caponiers, scarp galleries, and other defensive features, is home to rare native species, from pollinators like the Maltese honey bee and butterflies such as the Painted Lady, to ground-dwelling beetles and delicate wild orchids.
This rich mix of history and biodiversity created the perfect setting for a series of immersive and delightfully chaotic expeditions.
The group was introduced to the history of the fortifications by expert Ray Cachia Zammit, co-founder of the ‘Friends of the Victoria Lines Trail’ during one of these sessions.
Instead of relying on textbooks and note-taking, the Chamber of Scientists designed activities around real ecological research methods but adapted them to encourage creativity, sensory engagement and curiosity-driven exploration.
With guidance from experts such as Matthew Calleja and Valentina Delconte, who both specialise in nature conservation and ecology, the group discovered how human activity threatens fragile habitats through littering, trampling, the pouring of concrete on country roads and the introduction of invasive species.
Importantly, they didn’t just learn about these challenges, they experienced them firsthand, which made the lessons more meaningful and memorable. It highlighted why their conservation efforts truly matter.
Non-formal learning also emphasises self-expression, and in the second half of the project, the group took ownership by creating their own awareness campaign. From posters and interactive activities to a few clever memes, they developed materials to share their discoveries with the wider community. Their mascot, Jael the Jumping Spider, captured the spirit of the project, curious, playful and deeply connected to its environment.
For neurodivergent learners, this kind of approach is invaluable. It recognises that attention doesn’t need to look the same for everyone, that sensory differences can be celebrated rather than managed, and that meaningful learning happens when young people are trusted with real responsibility. By making space for different ways of engaging, the Dwejra Lines project showed how non-formal education can empower students not just to learn, but to lead.
If you’d like to see their work first-hand, visit the Science in the City street festival on Friday and Saturday, where the group will showcase their awareness campaign. You’ll be able to talk to them about their experiences, learn about conservation, and even try out some of the games they designed themselves.
Visit the Science in the City social media platforms or website scienceinthecity.org.mt for more information about the events. For free event booking, visit: https://bit.ly/SITCFREETICKET2025.
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