Marine Research | Revealing Microplastics beyond the Beach

From offshore sampling to high school classrooms, how can scientific research become environmental action that everyone can take part in? Associate Professor Jui-Feng Hsu of National Taiwan Ocean University shared his team’s microplastics research on Taiwan’s north coast and their experience promoting citizen science and science education through partnerships with schools, businesses, and government agencies.

Guided by the vision of “understanding the ocean, venturing into it, connecting with it, and bringing it closer to our lives—ultimately securing a sustainable future for the ocean,” the team conducts offshore sampling aboard research vessels. Despite the high costs of fieldwork at sea, they continue to collect valuable field data as a foundation for understanding marine pollution. In recent years, the team has also undertaken Water Resources Agency projects investigating the potential ecological effects of water use and discharge associated with seawater desalination. Through collaboration with hospitals, they are studying the levels and potential toxicity of microplastics and nanoplastics in the human body to better understand their health and ecological risks.

Professor Hsu shared that the team observed elevated microplastic concentrations in water samples from the upper reaches of the Tamsui River and in oyster samples collected downstream. Marine surveys also identified pollution hotspots near the 30-meter depth contour, potentially associated with wastewater discharge and accumulation caused by localized eddies. In the team’s simulation scenarios, more than 95% of microplastics released at the river mouth drifted northward, while only approximately 0.5% returned to beaches. These findings remind us that visible beach pollution reveals only part of what happens after plastics enter the ocean. Much of their movement and accumulation can only be understood through offshore surveys and analysis.

Citizen Science | Building Local Data through Consistent Methods

To connect local research with school education, the team brought together students and teachers from Zhuwei, Tamkang, Jinshan, Nuannuan, and Shuang-Xi senior high schools to conduct surveys at beaches in Bali, Shalun, Zhongjiao Bay, Dawulun, and Fulong, respectively. Built around the principle of sampling “at the same time, using the same methods,” the project conducts coordinated sampling twice a year. At the time of the seminar, it had accumulated two years of comparable local data.

During sampling, students establish sampling points at intervals of 50–100 meters, covering the high-tide line and intertidal zone. They collect samples using a grid-based approach and bring them back to the laboratory for digestion, separation, and identification. Students use techniques such as the hot-needle test to preliminarily identify suspected plastic particles, record their colors and shapes, and calculate microplastic concentrations per unit area and per unit weight.

According to the findings shared by the team, Dawulun had relatively high microplastic concentrations among the surveyed beaches, while Fulong had relatively low concentrations. Some sampling results also showed substantial increases following typhoons. Commonly observed expanded polystyrene fragments may be associated with nearby fishing activities. Professor Hsu also noted that plastic pellets found in separate surveys of beaches in southern Taiwan prompted further attention to industrial activities and the loss of raw materials into the environment. By comparing locations and sampling periods, students gradually learn how plastic distribution on beaches is closely connected to local industries, weather, and ocean currents.

Interdisciplinary Learning | From Sampling and Analysis to Communication and Advocacy

Learning through citizen science extends beyond sampling to understanding the same issue through different disciplines. Earth science teachers explain how ocean currents and tides influence pollution distribution. Chemistry teachers describe how plastics gradually fragment through light exposure and aging. Biology teachers discuss potential ecological and health effects, while social studies teachers encourage students to consider regulations, public communication, and approaches to advocacy.

The team also organizes microplastics forums, bringing together students, plastics industry representatives, government officials, and international scholars to exchange perspectives. Activities in science storytelling and visual communication further broaden participation: a professional news anchor helps students develop storytelling skills, while artists guide them in transforming data into visual works. These opportunities allow students with different interests and strengths to find their own ways to contribute.

Student outputs include science fair projects, educational games, international conference papers, and creative short films. According to the seminar presentation, related activities had recorded more than 1,600 in-person participations and reached nearly 6,500 people through social media. Through doctoral research, the team also examines changes in participants’ learning, drawing on the Dunning–Kruger effect to discuss shifts in self-perception. Some participants initially believe they understand the issue well, only to recognize gaps in their knowledge through hands-on work. Over time, they develop a more evidence-based understanding and greater confidence. This reminds us that self-doubt during learning can sometimes mark the beginning of a deeper understanding.

Industry–Government–University Collaboration | Sustaining Long-Term Monitoring and Education

Long-term monitoring requires stable staffing, funding, and partnerships. Professor Hsu explained that the project initially received support through a National Science and Technology Council science outreach program. The team subsequently secured three years of sponsorship from Hon Hai, allowing its research and educational activities to continue. Through project presentations and news releases, the team shares student learning outcomes and research findings. It also invites corporate sustainability departments and media CSR teams to participate in exchanges, creating opportunities to connect resources and collaborate on activities.

Corporate partnerships, however, also require alignment of expectations. When sponsorship prioritizes short-term visibility, it may not fully match the needs of long-term monitoring and education. Professor Hsu therefore recommended clarifying the forms of support and expected outcomes before entering a partnership, and prioritizing communication with corporate contacts who understand environmental issues and have relevant professional backgrounds. Participation by schools or public agencies such as the Ocean Conservation Administration can also help build trust.

Research findings can, in turn, inform pollution hotspot cleanups and policy discussions. Using surveys of plastic pellets on southern Taiwan’s beaches as an example, Professor Hsu illustrated how environmental data can support management decisions and encourage relevant organizations to address raw material containment, loss prevention, and environmental cleanup. Collaboration with hospitals and international scholars also allows the research to expand into toxicity studies and risk assessment.

From Research to Action | Engaging More Generations in Ocean Issues

Professor Hsu described the roles of different partners as follows: “Government identifies the challenges, businesses provide resources, academia develops solutions, and citizen scientists put them into practice.” Looking ahead, the team hopes to have high school students guide junior high school students in participating. It is also extending activities to corporate employees and their children, giving more age groups opportunities to engage with marine research.

From observing the environment and generating data to interpreting results, making information accessible, and participating in advocacy, citizen science helps participants gradually build their ability to understand issues and express their views. As local data accumulate and research findings become accessible through lessons, stories, and public discussion, science can become part of everyday life—and a foundation for collective action to care for the ocean.