Understanding climate change is essential, but engaging students can be challenging. Our study investigates how gamification can enhance learning through Finding Gaia, a virtual treasure hunt where participants solve climate and geophysics-related challenges. The results show increased awareness, motivation, and knowledge retention, demonstrating that game-based learning can make complex scientific topics more accessible, engaging, and impactful.

We explored how virtual tools can help students prepare for and reflect on outdoor learning in the Arctic. Using surveys from university courses in Svalbard, we found that digital field visits helped students feel more confident, better understand the landscape, and learn more effectively. These tools do not replace real fieldwork but make it more accessible and inclusive. Our research shows how technology can support hands-on learning in remote environments.

Our study tested the impact of two videos about geological sites in southeast Arabia: one focusing solely on science, and another connecting these sites to the local culture. Both videos led to positive effects, but the one with cultural connections led to a more sustained interest and stronger attitudes toward protection, especially among non-specialists. This result suggests that human stories makes science communication on geology more effective and engaging for the public.

Climate decisions are often based on recent measurements, but records of past climates can show how the climate system act over longer periods. This study explored how information about past climates is currently used in UK policy decisions and its limitations in policy. Interviews with policy advisors and climate scientists showed strong interest in using past climate evidence, but poor communication was a limitation. Improving how evidence is shared will help strengthen climate decisions

We designed a hands-on science workshop using magnets to explore air pollution with citizens and children. The activities sparked curiosity, and encouraged participants to join a community air quality project. Our results show that discovery-based activities help create meaningful exchanges between science and society.

Climate models are not just physics translated into code, but they influence and are influenced by humans. Thus modelers need to learn not only the physical basis, but also the underlying motivations and uncertainties of the modeling approach. We develop a course at Bachelor level that aims to teach such interdisciplinary perspectives and show that it proves itself in practice. We share the material as inspiration to include more interdisciplinary content and reflection into modeling courses.

Although Switzerland faces moderate seismic hazard, earthquakes represent the natural risk with the greatest impact potential. As most residents have never experienced a damaging earthquake, education is critical for raising awareness and enhancing preparedness. In a recent project, we expanded the seismo@school program in Switzerland by developing new teaching materials in four languages, related classroom activities, and by installing Raspberry Shake seismometers in schools across the country.