Students will share information and results with stakeholders, establishing a lasting, two-way relationship with the aim of ensuring better project results.

That is, students will research about good quality lighting, and then will investigate how is illumination done in the environments they use on a daily basis, whether they are private or public. By exchanging information with stakeholders in their ommunity at various stages, such as local government and experts (chairman of the parish council, councillors, architects, researchers, just to name a few), they will debate with them on how to proceed in the project, tackle the issues they found, and thus improve the illumination of the place where they live.

Students will be able to improve the lighting of several places. Doing so, they can involve different stakeholders in each of the phases of the project - such as their parents/guardians, local government, research institutes, and others - in a partnership aiming at finding innovative solutions for the problems addressed by this accelerator.

That is, parents/guardians will help their children to investigate the public lighting of their neighborhoods, local experts can give guidance, support and feedback to students during their research, and local government can evaluate the progress made by students throughout the project.

Students can work in gender-balanced teams when carrying out their research, and will be able to contact female stakeholders with a scientific career during the project.

That is, experts involved can be both men and women, in order to show the female perspective of the scientific profession. Female models in science can be a reference for students.

Science will be used in this activity to solve real problems affecting the community, by improving the illumination of both public and private spaces, and therefore contribute positively to the community as a whole. This can help students become better citizens with the help of science.

That is, science subjects, such as physics and mathematics, are used by students to learn about the types of lights, compare them, perform measurements, and to propose effective solutions to improve the lighting environment, according to the space, location, and its specifications.

Students will reflect on the impacts of our actions as a society on the planet. They will share responsibility while moving forward with the project, in compliance with the research integrity and the social values of science.

That is, students will promote the installation or the improvement of the illumination of public and private spaces through a scientific process, so that the community will benefit directly from the impact of the project. They will reflect on the environmental and societal impact of their project, and they will use what they have learnt to disseminate the need to improve the lighting of areas occupied by humankind (specially urban areas), including both private and public spaces.

All materials will be shared open and freely on the Internet, so that they can be re-used by other people interested in the topic. Students can also use social media and/or other content platforms to disseminate their findings.

That is, students can use or develop online platforms for the project, such as their own blog, where they can share publicly, openly, and freely their resources, materials, progress, and results.