This study describes two hands-on outreach events: an interactive lesson for high-school students during European Researchers’ Night and a tsunami experiment at Lucca Comics & Games. Surveys showed both groups enjoyed the activities, boosted their grasp of geoscience ideas and grew more positive about science. The work emphasizes the effectiveness of quantitative experiment demonstrations and the need to adapt them to the audience, time available and clear educator coordination.

This study looks at the social media strategy of the British Geological Survey (BGS). We look at how BGS engage the public through its social media campaigns. We analyse the content in BGS social media posts and conduct interviews with BGS employees to understand their attitudes towards social media. Our results suggest increasing video content output and incorporating public feedback. This research acts as a template for other scientific organisations seeking to enhance their online presence.

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.

Research institutes communicate scientific findings through press releases, which journalists use to write news articles. We examined how journalists use content from press releases about ocean plastic research. Our findings show that they closely follow the press releases story, primarily quoting involved scientists without seeking external perspectives. Causing the focus to stay on researchers, personalizing science rather than addressing the broader societal dimensions of plastic pollution.

Sedimentary Rock! is a new tool that converts columnar sections into human hearing and rhythmic senses. It is easy to use, and educators can make learners understand that the strata consist of concepts of grain size and thickness of the stratum by working to make a columnar section. Furthermore, the learners understand that the stacks of strata represent the geological history, and the changes in grain size and thickness indicate the environmental changes in hearing and rhythmic senses.

We explore the ethics of using satellite data for studying and monitoring geohazards. In the UK, there is little guidance for remote sensing scientists encountering ethical risks in geohazard research. We explore ethical risks through 13 interviews and three focus group discussions with UK-based geohazard remote sensing scientists. We make recommendations for satellite remote sensing ethics training and propose a light-touch ethical review system to identify and mitigate potential ethical risks.

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

Balancing academic careers and family responsibilities presents significant challenges, particularly for early-career researchers attending conferences. These events are essential for professional development but often create logistical difficulties for parents. Based on a survey of geoscientists, we show that parents require more support and non-parents largely approve of family-friendly measures. We provide practical guidelines to help conference organizers support researchers with families.

We examine students’ perceived sense of belonging, its conditions, and its impact on learning in a climate change context in the ‘Environmental Changes at Higher Latitudes’ master’s programme. With high mobility and little physical co-presence, the programme lacks traditional belonging factors. Interviews reveal three key constructs: familiarity, recognition, and relevance, crucial for climate and geoscience education.