I use this space for short reflections on Earth Observation, teaching, and the interface between science and operational programmes.

Reflection

I am increasingly interested in how Earth Observation education and research should evolve in response to the rapid emergence of artificial intelligence. Rather than replacing core skills, AI opens new opportunities to rethink how we teach, analyse, and collaborate.

A central question in my work is how to bridge depth in science with relevance in society. This requires not only technical expertise, but also dialogue across disciplines, institutions, and countries.

Teaching in Brazil

Teaching in Brazil was a reminder of how global and interconnected the Earth Observation community has become.

Working with a group of highly motivated students at the Serrapilheira Institute, we explored satellite data not as an abstract resource, but as a tool to understand real environmental challenges. What stood out was the diversity of perspectives and the shared curiosity about how data can inform action.

It also reinforced for me that teaching is not only about transferring knowledge. It is about creating a space where exploration and questioning are possible, and where students can connect technical skills with meaningful applications.

Lessons from ESA and Copernicus as a Belgian Delegate

Working within ESA and Copernicus programmes provides a unique perspective on how science, infrastructure, and policy interact.

One recurring lesson is that providing data is not enough. The real challenge lies in enabling its use. This involves interfaces, capacity building, and continuous dialogue with users.

Another lesson is the importance of collaboration. Earth Observation is inherently interdisciplinary and international. Progress depends on our ability to work across boundaries — both institutional and intellectual.