Since the introduction of the Sustainable Development Goals, and, in particular, with the goal of reducing marine pollution (SDG 14.1), riverine microplastics are attracting public and scientific attention. But standardized monitoring methods and comparable data are still missing. Therefore, the opportunity was taken to test three of the most common monitoring methods (multiple depths net-method, pressurized fractionated filtration and sedimentation-box) at seven sites in five countries along the Danube and the Tisza Rivers. Different boundary conditions (hydrological and morphological conditions, economic situation, equipment available, etc.) were considered for the evaluation, as well as different sampling methods and sample pre-treatments together with different methodologies for microplastic identification. The sampling methods were evaluated for their suitability to be used as a standard monitoring tool in the future. Only net sampling and pressurized fractionated filtration allow for the determination of microplastic concentration as well as load, and can therefore be recommended. The multi-depth net device, as a labor-intensive method, is recommended if the focus of the monitoring is on larger particles and it is important to calculate particle and mass concentrations. Pressurized fractionated filtration is a practical tool recommended for routine monitoring, having the advantage of less effort being required for sample preparation and simply considering small particle sizes below 500 µm. From a scientific perspective it is recommended to combine both the pump sampling and the net-based device.

The sustainable management of water resources requires experts and also citizens who understand the hydrosphere and its key functions. To educate the public about water-related issues, various water literacy concepts have been developed. However, many of these concepts are too complex for people to understand. In contrast, the ocean literacy framework effectively translates knowledge into behavioral changes and actions. The Danube River, known as the world’s most international river, has a catchment area shared by 19 countries. This river basin has experienced unprecedented landscape alterations, floods, droughts, and pollution events, highlighting the need for a new approach to environmental education. Additionally, globally, more people live near rivers than by the ocean. To empower members of riverside communities with water literacy, we aimed to adapt the ocean literacy principles into river literacy principles. In this study, we introduce a novel concept of river literacy, consisting of seven principles. This framework aims to support sustainable development goals through education and to restore and revive damaged freshwater habitats more effectively. The principles were tested in formal education across five countries. The results indicate that participants in river literacy programs became more motivated to protect rivers, and their understanding of fluvial geography and riverine pollution improved.