Scientific field work is an expensive and time consuming teaching method is the scientific community. A survey among former participants of a hydrological Master excursion to Iceland, organized by Wageningen University (the Netherlands) showed that real excursions have a long lasting impact on the scientific development of students, in contrast to virtual excursions. As quoted by one of the participants: ‘You can learn a lot in a classroom, but an excursion makes you remember’.

To explore how media shapes geological perception, this study analyzed mineral art in the Pokémon Trading Card Game using human and artificial intelligence evaluations. Media heavily relies on a simplified template, predominantly depicting minerals as giant, flawless, transparent prisms isolated within caves. Consequently, artificial intelligence fails to identify these stylized images. This visual bias ultimately distorts public understanding of real Earth materials.

Serious games gained popularity in communicating about natural hazards and educating people on relevant behaviour. This work gives an overview on 132 publications on mostly digital serious games which often focussed on flooding next to other natural hazards. Some evaluation studies show positive effects on users' knowledge gain and other impacts. While promising, more rigorous research is needed to ensure these games' effectiveness and potentially build resilient communities.

Satellite launches have surged from hundreds to thousands per year, increasing orbital congestion and debris risks. Moving beyond technological and legal perspectives, this study examines satellite ownership as a key sustainability factor. It identifies ownership concentration and transparency gaps, and proposes a Responsibility-Embedded Polycentric Governance Model that integrates accountability, precaution, and science communication to support sustainable space governance.

This study explored how people discussed a major approval to expand a satellite network in low Earth orbit on social media. We found that most posts were neutral or positive, focusing on technology benefits, while environmental risks were rarely mentioned. This suggests that important long-term concerns may be overlooked. Improving how these risks are communicated can help the public better understand and influence decisions about space development.

Worldwide, there is a need to adapt to changes in water resources caused by climate change. The freely accessible, interactive, web-based Climate Change Impact on Water Resources Explorer provides information on the potential range of future changes in water resources on all land areas of the Earth. In participatory climate change adaptation processes, this information can be easily communicated to stakeholders, enabling them to identify adaptation measures considering their risk aversion.

We developed and tested two escape games addressing local climate policy, stakeholder perspectives, and democratic decision-making. Playing the games and debriefing afterwards made the students better understand the stakeholders and their own role. Most students supported democratic processes to take climate-related decisions, although some of them did not. The findings show how important it is to have a proper debrief after playing when it comes to learning about climate politics and democracy.

Although weather forecasts at the subseasonal to seasonal time scale can be useful for agricultural activities, their adoption faces challenges like uncertainty and communication barriers. We used a serious game approach to facilitate dialogue between forecast developers and users in Norway. During the game sessions, we collected insights and general recommendations to develop the forecast products, proving the game methodology effective in supporting the co-production of climate services.

We conducted a survey on the topic of “interdisciplinarity” among early-career researchers in order to learn about their experiences. There are very different views on what interdisciplinarity means and many positive aspects are cited that enhance research, but there are also a few obstacles when it comes to communication, time management, and publication. It is precisely these obstacles that should be given greater consideration in education and research funding.

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 review explores how digital games that place players in climate policy roles can support learning about climate change and action. By analyzing ten climate action games, it shows how these games help players weigh trade-offs, understand long-term impacts, and engage with complex decision-making. The review argues that these games are most effective when combined with guided reflection. It also offers recommendations for game designers and educators alike and calls for future research.

This study presents a video series created during fieldwork to collect dust samples across the western United States. By explaining science in real time at each location, the videos demonstrate and explain how soil, water, and climate are connected. Metrics of video views and engagement indicate that sharing authentic field experiences can make science more accessible to general audiences.

The CATER project promotes transdisciplinary and transcultural collaboration on climate adaptation through annual schools. The schools engage participants from diverse backgrounds in co-designing games addressing real-world challenges. Results show game design fosters mutual learning and shifts perspectives toward collaboration. Despite challenges like power dynamics and language barriers, the approach shows promise to enhance and assess transdisciplinary collaboration for climate adaptation.

In 2004, Brazil's space agency was the first in the Global South to freely share satellite images – four years before this became global standard practice. Analyzing 63 documents, this study reveals how the agency used a treaty clause to open data without changing the law, enabling civil society groups, enforcement agencies, journalists, and Indigenous communities to demand environmental accountability, and how Brazil championed open data globally – an overlooked but pioneering contribution.

This study enacted geology curriculum through constructive alignment, iterative quality assurance, and industry consultation. Using qualitative triangulation of peer review, student feedback, and performance data, the study shows that aligning geology epistemology, pedagogy, and institutional capacity enables effective hybrid learning. Findings demonstrate that flexible, inquiry-driven curricula can enhance engagement, competence, and professional relevance in the 21st century higher education.

As disasters worsen worldwide, "forensic" analysis is vital to uncover their root causes. This study evaluates a program at the University of Potsdam where PhD candidates formed rapid-response Task Forces to investigate recent events. We found this approach serves a dual purpose: it offers students hands-on, "real-world" training while providing the expert workforce needed for quick post-disaster research. To succeed, we suggest using diverse teams and providing early, targeted support.

The paper describes the development of a new graduate course, Living with Changing Climate, designed to help future professionals apply climate information in real-world decisions. Created by experts from several fields, the course combines climate science, data use and real-word applications. Piloting with diverse students revealed challenges and improvements that strengthened the final course, showing how higher education can better prepare learners for climate adaptation and mitigation.

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 constrain engagement, highlighting the need for more inclusive, trust-based approaches that involve communities in decision-making.

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.

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.

Climate decisions are usually based on recent measurements, but records of past climates can show how the climate system behaves over much longer periods. This study explored how information about past climates is currently used in policy and what limits its use. Interviews with policy advisors and climate scientists showed strong interest in using past climate evidence, but poor communication was a major barrier. Improving how this evidence is shared could help strengthen climate decisions.

In "Portraits of Climate", we examine dynamics and roles in art–science collaborations and find that success depends less on one- or two-way exchange, or fixed or blended artist/scientist roles, than on openness, trust, and mutual understanding. Participants' subjective views often differ from external assessments and from each other. The project showed how such collaborations foster growth, role expansion, and new ways to address environmental challenges.

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.

A survey and literature metadata analysis from the cloud physics community are used to investigate the state of diversity, equity and inclusion in the cloud physics research community. We show the evolution of gender contributions to cloud physics and the inclusion of scientists from the Global South. The publication analysis reveals the rate of men and women dropping out of the field is not different, however, gender balance was better achieved when women led publications compared to men.