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.