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.

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.

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.