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.

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.

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.

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 explain a new article type that is being introduced in participating EGU publications. "LESSONS" articles describe the Limitations, Errors, Surprises, Shortcomings and Opportunities for New Science emerging from the scientific process. The publication of non-positive results and associated learnings aims to complete an unbiased record of the research effort, contributes to open and transparent science, allows the authors and others to learn, and may open opportunities for new science.

This study examines how geoscientists in Namibia engage with the public in relation to their work. Interviews with geoscientists from government, industry, and universities show that while public engagement is valued, it often focuses on sharing information rather than dialogue. Limited time, training, and institutional support constraint engagement, highlighting the need for more inclusive, trust-based approaches that involve communities in decision-making.

We analyzed eight years of citizen science data from a creek in Montana, USA to understand the impacts of small dam removal and explore the quality of citizen scientist stream monitoring. Volunteers measured sediments and counted aquatic insects at sites above and below the dam before and after its removal. We found the citizen scientists collected high-quality data that showed no change in stream health following dam removal. We highlight key practices for successful citizen science monitoring.