This study explores a university course fostering transformative learning of geoscience students. Exposure to diverse Arctic perspectives, from Indigenous to geopolitical, and reflection of belonging to expert community broadened their understanding of Arctic challenges and shaped their professional identities. Our findings emphasise importance of facilitation of critical reflection and building of supporting learning environment in developing responsible Arctic expertise.

Indigenous Ryukyuan music records the historical climate and geology of the Ryukyu Kingdom (21^st-century Okinawa Prefecture, Japan). By collaborating with Ryukyuan cultural practitioners, we find that two seafaring songs detail the winds, currents, and volcanoes that 18^th-century voyagers faced during envoys to Kyushu, Japan. Educators can use such observations in place-based learning to increase environmental science engagement in 21^st-century Okinawa and the Okinawan diaspora worldwide.

We conducted an immersive virtual reality (VR) lecture to teach geoscience topics to middle school students at an international school in Japan. The lecture proved both engaging and motivational for the students, with its primary strength lying in its ability to captivate their attention and foster a sense of freedom. While the results suggest that VR has the potential to be integrated into the broader geoscience curricula, further refinement is necessary to maximize its effectiveness.

We explore how creative storytelling and community engagement help coastal communities adapt to climate change. Set on a rapidly eroding UK coastline, young people built knowledge, fostered empathy, and inspired action through intergenerational dialogue. The project’s creative methods, including a co-created film, empowered participants to address local challenges. It developed a new climate praxis model, highlighting how these approaches drive climate action and enhance community resilience.

Our study explores how social media can drive change by examining the #UbirajaraBelongstoBR movement on Twitter. This movement protested the illegal export of a dinosaur fossil from Brazil to Germany. By analyzing nearly 40,000 tweets, we found that people worldwide—not just scientists—joined together online to challenge unethical practices in science. Our findings show that social media can mobilize diverse groups to influence policies and promote ethical standards in scientific research.

The Air Quality Stripes images visualise historical changes in particulate matter air pollution in over 150 cities worldwide. The project celebrates significant improvements in air quality in regions like Europe, North America, and China, while highlighting the urgent need for action in areas such as Central Asia. Designed to raise awareness, it aims to inspire discussions about the critical impact of air pollution and the global inequalities it causes.

Thousands of geoscience abstracts are presented at the EGU General Assembly, but researchers often miss key insights by focusing on their own field. Using natural language processing (NLP), we help scientists find relevant research across disciplines. This approach breaks down boundaries, encouraging broader knowledge sharing and new interdisciplinary connections in geosciences.

Fire progression maps (FPMs) provide information regarding wildland fire spread (progress) through time to broad audiences. However, information regarding the best use of color to denote fire progression via maps is limited. This can potentially limit a map's ability to effectively communicate information by creating inconsistent messaging and accessibility challenges. Here, I provide colormap recommendations to open a discussion towards consistent and accessible fire progression mapping.