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.