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 educational materials through the GitHub backend when given the opportunity. Our efforts are an important step in the development of geoscientific open educational content co-created by technical experts, social scientists, and students alike.

The Climate Resilience and Education for Dedicated Youth (Climate READY) program was designed to teach 15–17-year-old students in low socio-economic 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.

We carried out a citizen science study of aurora sightings and technological disruptions experienced 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.

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 course through a wide range of lecturers, focussing both on the small and larger scales and covering many geoscientific disciplines.

We examine the understanding of weather and climate impacts on forest health in high school students. Climate physics, tree ring science, and educational research collaborate to provide an online platform that captures the students’ observations, showing they translate the measured weather and basic tree responses well. However, students hardly ever detect the causal connections. This result will help refine future classroom concepts and public climate change communication on changing forests.

Climate scientists who communicate to a broad audience may be reluctant to write in a more personal style, as they assume that it hurts their credibility. To test this assumption, we asked 100 Dutch people to rate the credibility of a climate scientist. We varied how the author of the article addressed the reader and found that the degree of personalization did not have a measurable impact on the credibility of the author. Thus, we conclude that personalization may not hurt credibility.