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.

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.

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.

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.

This study examines TV meteorologists as key climate change communicators worldwide. A survey of 204 experts from 81 countries highlights their strategies and challenges. Despite barriers like scientific complexity, misinformation, and skepticism, respondents stress TV's impact. They support clear, solutions-oriented messaging, engaging visuals, and social media to enhance understanding, counter misinformation, and drive climate action effectively.

Understanding climate change is crucial, but making it engaging for students can be challenging. Our study explores how gamification—turning learning into an interactive experience—can boost interest and knowledge. We designed Finding Gaia, a virtual treasure hunt where students solve challenges related to climate and geophysics. Results show increased awareness, motivation, and knowledge retention. This highlights the power of game-based learning in making science more accessible and impactful.

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.

Our study presents a method to visualize how variations in the relationship of flood drivers like discharge and surge evolve over time. This method simplifies complex relationships, making it easier to understand evolving flood risks, especially as climate change increases these threats. By surveying a diverse group, we found that this visual approach could improve communication between scientists and non-experts, helping communities better prepare for compound flooding in a changing climate.

Our survey of 12 lead scientists of the Intergovernmental Panel on Climate Change (IPCC), revealed that while the scientific community is well-informed, policymakers and the public are less so. Respondents called for clearer, more accessible IPCC reports and emphasized the role of media, social networks, and education in climate knowledge. The study highlights the need for a more tailored, empathetic, and solutions-based communication approach.

To design an exhibition on earth and environmental science research, we conducted an online survey on the thematic interests of potential future visitors. The responses were used to analyse the level of interest in predefined subject areas. Further topics of interest were extracted from open questions. The analysis of the interest levels in relation to the socio-demographic distribution of the participants provides an indication of which topics should be discussed in a future exhibition. 

Additional educational initiatives can improve the uptake of Science, Technology, Engineering and Maths (STEM) courses at higher education and can help address gender balances within the fields. Arctic Frontiers, a non-profit organisation based in Norway, has been running various projects since 2012. The programs include workshops, mentoring, career seminars and excursions. This study outlines the main educational activities, the aims of the programs, and the best practices.

The paper explores how women in farming communities face exclusion from drought decision-making. They're adopting the farmer label for influence. Gender dynamics differ in dryland versus irrigation farming, shaped by tradition and migration. Women are vital during drought, tapping into community help and seeking off-farm income. Recent floods don't lessen awareness of drought risk.

This research examines the impact of ChatGPT in geoscience education, revealing its growing popularity among students. While it offers benefits like content generation, it raises concerns about accuracy, biases, and academic integrity. The work emphasizes the need for responsible AI adoption and the development of guidelines for its ethical use in education. This study informs educators, students, and institutions about the opportunities and challenges AI presents in the geoscience classroom.

Our study is concerned with how uncertainty in spatial information about environmental variables can be communicated to stakeholders to make decisions about sampling whilst considering the trade-off between sample effort and reducing uncertainty. We tested four approaches that relate sampling density and uncertainty by eliciting the opinions of end-users. End-users preferred the method not direct link to decision-making. More work is needed to develop and elucidate decision-specific approaches.

A methodology is developed for assessing the quality of education in Water Resources Engineering as a sub-discipline of Civil Engineering. It is based on Klein's learning model and using the hybrid fuzzy-AHP-TOPSIS method. The relative closeness of universities as a performance evaluation criterion was obtained. The sensitivity analysis was performed based on some qualitative criteria on the model. This model of evaluation can have a considerable influence on the education improvement.

"Bold statements”, are motivating, easily conceived, but often inaccurate. The study seeks the origin, purpose, and threats of such statements in climate science communication. Bold statement communication is enforced by the urgency of climate change and is useful in raising public awareness and accelerating law-making. However, we demonstrate through three well-known case studies of bold statement communication that such communication strategies encompass risks as misinterpretation lurks.

Our pedagogic framework suggests that using living labs for educational purposes can provide environments where authentic activities and assessment can be readily provided, create an environment where students become stakeholders in adjunct processes, help educators work toward inclusive and authentic alternatives to residential fieldwork (where needed), and provide alternative fieldwork (and other activities) locations to help rationalise curricula financial and environmental footprints.

The news media has been identified as one of the ways weather hazard risk can be communicated. However, hazards become subject to newsworthiness. Here, it is presented that the media focus of Northern Hemisphere Summer 2021 was storms and flooding. This is despite the fact there were also a number of high profile extremes for heat waves, droughts and wildfires.

Current science communication initiatives in universities draws from media and journalism to encourage scientists to be competent communicators of their research in order to show the relevance of scientific knwowledge to societal concerns. An alternative but less popular source of inspiration is from marketing and public relations. Here, science communication is reappraised through the lens of three leading marketing paradigms: 'make and sell', 'sense and respind' and 'guide and co-create'.

Geoscience courses, such as geology and geomorphology, require not only classroom lessons and laboratory exercises, but field trips as well. Here, we performed a virtual navigation on Naxos Isl., Cyclades (Greece) for a series of virtual field trips, which took place during webinars in the framework of Erasmus+ CIVIS. Taking into consideration the feedback from 100 students we evaluate the effectiveness of virtual fieldtrips as an alternative form of education.

GAIA 5.0 presents based on concepts from Plato to Poincaré, the Earth as hypersphere, and as complex living system embedded into a multi-dimensional dynamic space model based on 5-dimensional hyper-Euclidean geometry. It visualizes a coupled atmosphere-ocean dynamics model by using ECMWF reanalysis data sets of the very severe cyclonic storms (Luban & Titli) over the Arabian Sea and the Bay of Bengal (2016). Finally a discrete model for the formation of aerosol is suggested.

We have continued the interdisciplinary study on climate and music and have developed the crosscutting study plans on the climate and cultural understanding education, for promoting the Fundamental ESD Literacy. This review article re-integrates the results of our studies referring to our papers written in Japanese, mainly paying attention to the regional characteristics of the seasonal cycles and the songs/traditional seasonal events around Germany, Northern Europe and Japan.

Everybody experiences weather and has, likely, a grasp on the notion of different climates. There are discussions on how to define climate, since climate is a policy-relevant topic. Here, I try to clarify why the saying Climate is what you expect, weather is what you get is an appropriate definition that, however, depends on the definition of what may be seen as weather.

The measurement of knowledge transfer is considered an important component of the overall performance assessment of research groups. It is, however, not a trivial task, because there is agreement on neither the definition nor on the logical structure of knowledge. In this paper related problems are summarized and approaches to the measurement of knowledge transfer are critically discussed.

A simulation tool has been realized with which the sensitivity of the Earth climate system to human interference can be studied. The tool is intended to offer users of the software, e.g. students in higher education, support in gaining insight into critical aspects of the climate system and thus counteracting common misconceptions with regard to the functioning of this system. The conceptual design of the tool is based on the paradigm learning as experimenting.