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.

This study describes an early engagement process between geologists and 21 First Nations or alliances in British Columbia, Canada. The reason for contacting the Nations was to inform about a project concept that is to store carbon underground in serpentinite rocks. Additionally, we asked for consent for geological fieldwork and to start building relationships. Further engagement work will be done if the proposed project is to proceed.

We transformed a university course into a more flexible, skills-based model, incorporating cultural competence and science communication training using online resources. The new course design was well-received by students, with many highlighting these skills as valuable for their future careers. Our approach provides a model for integrating cultural knowledge and communication skills into scientific education, enhancing student learning and preparing them for diverse professional environments.

Our study investigates geoscience communication in British Columbia, Canada, examining the application of theory in practice. Using content analysis, we assessed how and why geoscience communicators engage the public. We found the prevalent use of the "deficit" model, which emphasizes knowledge transfer, rather than fostering dialogue or participatory approaches. This research illuminates current practices and guides future endeavours in theory development and science communication practice.

We carried out a citizen science study of aurora sightings and experienced technological disruptions during the extreme geomagnetic storm of 10 May 2024. We collected reports from 696 observers from over 30 countries via an online survey, supplemented with observations logged in the Skywarden database. We found that the aurora was seen from exceptionally low latitudes and had very bright red and pink hues, suggesting that high fluxes of low-energy electrons from space entered the atmosphere.

We developed and evaluated a board game about sea level rise to engage young adults. We found that the game positively influenced participants' perceptions of their impact on sea level rise, regardless of their prior familiarity with science. This study suggests that interactive and relatable activities can effectively engage broader audiences on climate issues, highlighting the potential for similar approaches in public science communication.

Together with our students, we co-created two open geoscientific course modules using the Jupyter Book framework. Students were happy with the framework's accessibility, inclusivity, interactivity, and multimedia content and eagerly contributed to the learning materials through Github when given the opportunity. Our efforts are an important step in the development of open educational geoscientific content co-created with input from technical experts, social scientists, and students alike.

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 review examines the current state of global climate education, which shows that a problem exists and considers the causes and possible solutions. The problem does not appear to be climate education directly, or climate communication or climate science. Climate denial is the external force blunting the impact of climate education. Specific examples of climate denial in schools in North America and Europe are examined and how to deal with it.

The article describes a course that we have developed at the University Centre in Svalbard that covers many aspects of Arctic Geology. The students experience this from a wide range of lecturers, focussing both on the small and larger scales, and covering many geoscientific disciplines.

Public perception of climate change impacts on environmental systems is primarily driven by exposure to different forms of media. Here, we inspect the ever-growing public discourse around climate change over the last 30 years and assess perceptions gained from the largest media franchise worldwide, Pokémon. We highlight the growth of the acknowledgement of anthropogenic change, keeping track with the step-by-step increases in public exposure to climate change.

The Climate Resilience and Education for Dedicated Youth (Climate READY) Program was designed to teach 15–18-year-old students in low socioeconomic communities to be agents of change in their community and to help prepare South Florida for the hazards of climate change. Students were taught the basics of climate, ways to be resilient to change, and how to become engaged with their communities. Students felt more prepared, confident, and able to communicate within their communities.

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.