The evolution of life on Earth has been bracketed by two momentous events. The first was enabling: the rise in atmospheric oxygen from photosynthetic cyanobacteria during the early Proterozoic. The second was disrupting: the alteration of all subsystems comprising the Earth System by Homo sapiens beginning in the Late Pleistocene and intensifying through the Holocene. Using this lens, the Anthropocene that has morphed this century from a term to a concept to a keyword to a zeitgeist is a profound, albeit in many ways inadvertent, outcome of the transformed pure-to-applied geology profession. It instructively highlights the natural to unnatural transition of Earth history with the human-modified upper part of the lithosphere as the archaeosphere which straddles the Geological and Archaeological Timescales. In Earth System terms, it informs a new ethos to challenge the estrangement from nature by most non-indigenous peoples and the blinkered approach to climate change deliberations by most policymakers.

In contrast to the Anthropocene Event approach by a diverse group who considered all of humanity’s Earth-surface-altering impacts, the stratigraphically focused Anthropocene Working Group (AWG) proposed a post-Holocene epoch/series with a 1952 GSSP centered on the mid-20^th-century Great Acceleration and peak of atomic bomb testing fallout. Starting its advocacy in 2015 in the Bulletin of the Atomic Scientists, which was created at the urging of Albert Einstein and Manhattan Project researchers to reflect on the catastrophic weaponry used at Hiroshima and Nagasaki, was a questionable anomaly in Geological Timescale practice. Rejected in 2024 by the Subcommission on Quaternary Stratigraphy, International Commission on Stratigraphy and International Union of Geological Sciences, the AWG’s proposal also ignored several relevant breakthroughs in the human psyche. These included the Rockefeller Foundation–Lancet Commission on Planetary Health in 2015 and the UN’s Transforming our World agenda from 2015-2030.

Today, the sciences and humanities would be wise to integrate the prescient realizations of Alexander von Humboldt (1769-1859) that nature would exist in the absence of humanity but that humanity cannot exist without nature and of James Lovelock (1919-2022) that there is no prescription for living with Gaia, only consequences. Arguably, today’s biggest dividend of Anthropocene thinking is that it provides a holistic foundation for urgent Earth System governance.

How to cite: Koster, E., Gibbard, P., and Gibling, M.: The Anthropocene as Earth’s natural to unnatural history transition, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-1432, https://doi.org/10.5194/egusphere-egu26-1432, 2026.

Geoethics provides a critical framework for understanding and guiding responsible human–Earth interactions, particularly within UNESCO Global Geoparks (UGGps), which function as living laboratories for geoconservation, geoeducation, and sustainable regional development. Despite growing recognition of geoethics within the geosciences, validated and standardized tools for assessing geoethical awareness—and for understanding how societal engagement with geoheritage varies across socioecological contexts—remain limited. This study addresses this gap by integrating the development, validation, and application of a Geoethical Awareness Scale (GAS) with a comprehensive mapping of residents’ geoethical perceptions and engagement profiles across nine Hellenic UGGps (Lesvos Island, Psiloritis, Chelmos–Vouraikos, Vikos–Aoos, Sitia, Grevena–Kozani, Kefalonia–Ithaca, Lavreotiki, and Meteora–Pyli).

Using an online questionnaire administered to 798 residents, we developed and psychometrically validated a 32-item GAS structured across 16 thematic axes. Exploratory and confirmatory factor analyses identified six robust dimensions of geoethical awareness: (1) geological heritage conservation and sustainable georesource use, (2) community engagement and collaborative governance, (3) sustainability through geoenvironmental education, (4) environmental challenges and risk adaptation, (5) sustainable geotourism, and (6) climate awareness and ecosystem resilience. These factors explained 60.12% of the total variance, with reliability indices ranging from acceptable to excellent. Structural equation modeling confirmed the internal validity and generalizability of the scale, establishing GAS as a reliable tool for assessing geoethical awareness in designated, protected, and managed socioecological systems.

Beyond scale validation, spatial and comparative analyses revealed generally high levels of geoethical awareness across Hellenic UGGps, alongside significant regional variability linked to local context, management visibility, and outreach practices. Sitia UGGp consistently exhibited the highest awareness levels, whereas Psiloritis and Lavreotiki UGGps showed lower scores in dimensions related to community engagement and sustainable geotourism, highlighting opportunities for targeted governance and educational interventions. Demographic and experiential factors—particularly age, education level, urban origin, prior visits to UGGps, and membership in environmental organizations—significantly influenced geoethical perceptions, underscoring the importance of experiential learning and direct engagement.

Cluster analysis further identified four distinct resident profiles: (1) highly engaged environmental stewards, (2) supportive but selective advocates, (3) moderately indifferent participants, and (4) disengaged or critical respondents. While nearly 70% of participants demonstrated strong or moderate alignment with geoethical principles and values, the remaining groups highlight the need for tailored education, participatory governance, and inclusive outreach strategies.

Overall, this integrated assessment demonstrates how validated measurement, spatial differentiation, and social profiling of geoethical awareness can inform adaptive governance and geoeducation strategies within UGGps. The findings support a transition from anthropocentric toward geocentric perspectives, positioning geoethical awareness as a key socioecological indicator for sustainability, resilience, and Earth-system stewardship in the Anthropocene.

How to cite: Koupatsiaris, A. A. and Drinia, H.: Measuring Geoethical Awareness and Engagement Profiles in UNESCO Global Geoparks: A Validated Scale and Evidence from Greece, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-1853, https://doi.org/10.5194/egusphere-egu26-1853, 2026.

Macaronesia (Azores, Madeira–Selvagens, Canary Islands, and Cape Verde) constitutes a natural laboratory for studying the interaction between intraplate volcanism, regional seismicity, and coastal hazards. This paper presents an integrated approach to assessing and communicating volcanic, seismic, and tsunami risks in the Canary Islands and their Macaronesian context, combining: (i) multiparametric monitoring data (IGN, INVOLCAN, CIVISA/IPMA), (ii) geophysical synthesis of the mantle structure beneath Macaronesia, and (iii) active learning experiences with university students. Case studies include the Tajogaite–Cumbre Vieja eruption (La Palma, 2021), with pre-eruptive seismic swarms, Strombolian emissions, and lava flows that affected infrastructure and necessitated evacuations; and the seismicity associated with volcanic systems and faults in the Canary Islands and Azores. The danger of tsunamis from volcanic landslides (prehistoric megatsunamis) and the UNESCO IOC NEAM early warning framework (with IPMA, INGV, CENALT, KOERI, NOA, PTWC, among others) are also discussed. Preliminary results show that integrating monitoring networks, propagation models, and educational activities based on real data improves risk understanding and community preparedness.

Goals

• To characterize the main geological hazards in the Canary Islands and Macaronesia (active volcanism, regional seismicity, and tsunami generation/propagation), integrating historical and instrumental data.
• Analyze the Tajogaite case (La Palma, 2021) as a recent example of risk management and civil response, highlighting lessons for monitoring and reconstruction.
• Exploring tsunami scenarios associated with volcanic flank collapses and early warning mechanisms in the NEAM region (capacities and limitations).
• Develop a program of academic activities with UNED students.

Methodology

• Data sources: IGN seismic catalogs (1585–2022), IPMA/CIVISA in the Azores, volcanic monitoring bulletins (IGN/INVOLCAN), and recent literature (Frontiers, MDPI).
• Analysis: review of eruptive chronologies and swarms (La Palma 2021), mapping of hypocenters and magnitudes, synthesis of mantle structure (tomography/seismicity), and evaluation of tsunami scenarios due to landslides.
• Alert framework: NEAMTWS (IOC ‑UNESCO), functions of NTWCs (IPMA, INGV, CENALT, KOERI, NOA) role of the PTWC/ITIC in interoperability.

Activities

• Seismic data practice (IGN/IPMA): download the catalog for the Canary Islands/Azores; filter by period, magnitude, and depth; visualization and heat map of hypocenters; discussion of active patterns (pre/post ‑eruptions).
• Analysis of the Tajogaite case (2021): timeline of previous seismicity, eruptive evolution, impacts on infrastructure and population; use of bulletins and technical articles (Frontiers/MDPI/IGN).
• Tsunami workshop: review of megatsunami deposits in the Canary Islands and basic wave attenuation modeling; coastal exposure maps; connection with Tsunami Ready (IOC).
• Macaronesian Geodynamics Seminar: Critical Reading of the Plume vs. Tectonics Debate; Implications for Risk; Relationship with Biodiversity and Human Occupation on Islands (Socio-environmental Context).

Results

• Technical skills: handling seismic catalogs and volcanic reports (IGN/INVOLCAN/IPMA/CIVISA), signal reading, and construction of hazard and exposure maps.
• Integrated risk understanding: connection between tsunami monitoring, geodynamics and warning in the NEAM system, with criteria for interpreting warnings and model limitations.
• Lessons from 2021 on La Palma: recognition of pre-eruptive indicators, evacuation logistics and reconstruction (slow cooling of lava flows, gases, geotechnical heterogeneity).
• Impact on resilience: improving community preparedness and a culture of prevention in island environments by connecting science, education, and citizens through replicable activities.

Bibliography

• IGN: Seismic Catalogue of the Canary Islands 1341–2022 (maps and relocations 1975–2000).
• IPMA/CIVISA: seismic networks and maps for Azores/Madeira.
• Geodynamic Macaronesia: Frontiers 2023 (mantle and plume review/alternatives).

How to cite: Delgado García, A.: Study of volcanic, seismic and tsunami risks in the Canary Islands and Macaronesia: integration of monitoring, models and university education for resilience., EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-2161, https://doi.org/10.5194/egusphere-egu26-2161, 2026.

In the field of science, there is a need for a more comprehensive assessment of the potential geopolitical impacts of the transition to renewable energy. The combination of risk-prone situations such as depleting mineral resources, increasing environmental problems, rising geopolitical risks, and regional and global conflict potentials with the energy transition’s intense demand for critical minerals has made uninterrupted access to critical minerals a highly sensitive issue for the countries’ national security. The importance of these minerals, which are also heavily used in sophisticated weapon systems and ammunition, is increasing day by day. Recent events such as trade disputes between countries, resource nationalism, the COVID-19 pandemic, the Russia-Ukraine War, US President Trump’s demand to “annex” Greenland and Canada for critical minerals deposits, the US-Ukraine Minerals Deal that ensures the control of US on the critical minerals deposits of Ukraine, and the US-China trade war depending on REE’s and critical minerals have made the risk of disruption to the global economy and security even more apparent. This situation has placed critical minerals in a sensitive position in the global political economy, necessitating a reassessment of the mutual economic and political relations between the major global economies of the 21st century and resource-rich developing countries. In this process, developed countries need to enter into a new economic structure with resource-rich countries in order to maintain their prosperity and national security. The ideological divisions of the Cold War era are giving way to new alliances based on economic and technological superiority. On the other hand, due to the vital importance of critical minerals, especially for leading economic and military powers such as the US, EU, China, Russia, Japan, and India, any disruptions these countries may experience in the access of critical minerals or mutual interventions between parties in resource-rich countries carry the risk of large-scale conflict worldwide.

Protectionist, control-oriented, import-substitutionist, and divisive policies are those that most countries have implemented or have been forced to contend with regarding “critical minerals.” This situation, which has led to a resurgence of resource nationalism worldwide, also signals the beginning of a new “mercantilist” era from a global perspective. These policies, reflect the fundamental characteristics of neo-mercantilism, have formed the main axis of many countries’ “critical minerals” strategies, especially since 2016. Moreover, the United States, one of the most important advocates of economic liberalism, is leading this new era globally. The US’s national interests are driving the country to pursue neomercantilist strategies regarding critical minerals. These strategies leave other countries with no choice but to either align with the policies they contain or respond to the US with similar counter-policies. In today’s climate of international insecurity, the implementation of neo-mercantilist policies on critical minerals is becoming a necessity rather than a choice for countries. Developments in the coming period will determine whether critical minerals will be a vital aid for the clean energy transition or a bottleneck for world politics and economics due to access risks. Geologists and policymakers will need to work together on this issue.

How to cite: Tuna, İ. K.: The United States' critical minerals security policies in the context of neomercantilism and their impact on global geological studies, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-7904, https://doi.org/10.5194/egusphere-egu26-7904, 2026.

The capabilities and widespread availability of generative AI are potentially changing ways of working and studying. However, there are a lot of pitfalls and ethical questions to complicate use. Postgraduate taught (PGT) students typically study at the University of Glasgow for 12 months. They come from a wide range of institutions, where rigorous academic citation of information may not have been previously covered. Students have also been falling into the trap of AI hallucinations and losing academic integrity as they don’t realise generative AI can’t be relied upon. With this in mind a workshop was designed and run in Autumn 2025 to discuss finding reliable sources of information, how to manage/store information you find during research (including citation information), how to cite information correctly, and why this is important. The workshop included an explanation of Generative AI and student discussions on generative AI use and ethics. This work will discuss the workshop and reflect on what went well and what could be further improved. We need students to have a solid understanding of what generative AI can and can’t do, and the ethical background to decide if and when to use it, during their studies and in their future careers.

How to cite: Petrie, E.: Integrating Generative AI into good academic practice: a workshop for PGT students on sourcing, managing and citing information and Generative AI, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-13848, https://doi.org/10.5194/egusphere-egu26-13848, 2026.

Early-career researchers play a central role in advancing geoscience, yet their research trajectories are shaped not only by scientific challenges, but also by structural conditions that influence access, recognition, and sustainability. While equal-opportunity frameworks aim to ensure fairness through consistent treatment, they may still produce uneven outcomes when differences in experience, workloads, contribution, and risk exposure are not fully recognised. These conditions are particularly consequential for early-career researchers navigating mobility and temporary contracts. The uneven distribution of invisible academic labour further shapes who remains visible and who is able to sustain a research career.

Framing these dynamics as shared research challenges allows early-career researchers to learn from one another’s experiences, reduce impostor syndrome, and make visible the human side of scientific work. Equity is a shared responsibility: institutions and organisations can improve transparency around structural conditions, while research communities and scientific societies can reduce inequities by shaping participation, recognition, and visibility within existing constraints. This includes flexible participation models, transparent evaluation practices, and greater recognition of non-visible contributions that support more equitable and inclusive research environments. By treating equality and fairness as shared problem-solving spaces rather than individual burdens, this perspective aims to support more inclusive and sustainable pathways for early-career researchers in geoscience.

How to cite: Tang, A. C. I.: Beyond Equality: Early-Career Perspectives on Equity in Geoscience, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-16189, https://doi.org/10.5194/egusphere-egu26-16189, 2026.

Underground mining supplies essential metals that are indispensable for the energy transition and digital technologies. In this context, mountain landscapes around the globe are profoundly transformed, not only at the surface, but also underground on a large scale. Hidden subsurface landscapes develop progressively below the earth surface. A better understanding of the interconnections between subterranean metal extraction, landscape change, energy use and metal consumption is essential for future visions of sustainable resource management. In the current study, the Harz Mountains in Northern Germany serves as a case study to analyze the development of historical mining landscapes in a spatio-temporal and interdisciplinary context including especially geological, geomorphological, hydrological and cultural aspects. The natural landforms has been transformed significantly by ore extraction forming a new hybrid mining landsape.

The project on mining landscapes is carried out at the UNESCO-World heritage site Samson Mine in St. Andreasberg, which was one of the deepest mines in the 19^th century and shows an almost 400-year mining history of silver. The research results are communicated to a wider public in the museum. In this regard the study is embedded in geographical environmental education (GEE), in which global learning and the Sustainable Development Goals (SDGs) form central components. Historical mining serves as a learning platform to reflect on current challenges of global metal extraction and energy use.

Historical perspectives reveal how mining landscapes have been shaped over centuries, how the rate of extraction increased with technical and social innovations or stagnated due to various crises, and they may show, most important, the cultural drivers of ore extraction. In this regard a geocultural concept for science communication has been developed for the Samson Mining Museum integrating digital forms of geovizualisations such as Structure-from-Motion (SfM), GIS-Applications and Augmented Reality (AR). They have the potential to make the underground visible and at the same time to show landscape changes over longer time periods. The fundamental starting element of the educational concept is the staff-guided mine tour through the original historical mine as an authentic and emotional experience. The didactic progression consists of the real-life experience in the mine, followed by locating, capturing, understanding, contextualizing, and reflecting mine-related topics in a local to global context through hybrid digital media in the museum to enhance geographical core competences, and finally transferring the acquired knowledge and interconnections to the real landscape – from Analog via Digital to Real-World explorations (ADR-Concept). The project is supported by fundings schemes on cultural heritage in Lower Saxony by the Ministry of Science and Culture of Lower Saxony (zukunft.niederdsachsen.de).

How to cite: Iturrizaga, L.: Geocultural Education and Digital Geovisualizations of Mountain Mining Landscapes: From Analog via Digital to Real-World explorations – a conceptional approach, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-16962, https://doi.org/10.5194/egusphere-egu26-16962, 2026.

One of the most life-changing experiences for scientists is when real-world events challenge theoretical knowledge and standard models in the literature. When facing such circumstances, scientists, instead of feeling disappointment and discouragement, must seize the opportunity to expand their knowledge and adjust for flaws in their initial assumptions, as academic integrity is rooted in fundamental scientific values, such as honesty and fairness. Considering this, and after decades of post-graduate, PhD, and post-doctoral studies in the fields of Hydraulics, Hydrology, and Stochastics, we witnessed a series of unprecedentedly extreme events in academia involving the official regulations for tenured professorships in Greece. These regulations mandate the formation of an Academic Board for candidate evaluation by randomly drawing lots from a pool of professors whose scientific fields are relevant to the subject of the position. This is intended to avoid "pre-designed" boards (i.e., those formed by blocking certain experts —often highly qualified ones— from the draw and favouring others —often poorly qualified ones— who may have scientific and financial conflicts of interest regarding specific candidates), which can cause severe long-term degradation of the educational system. Unexpectedly, even after multiple repetitions and strong reassurance regarding the validity of the above procedure, the probability of the outcomes (specifically, the consistent drawing of a handful group of lots) reached the extreme order of millionths. In this presentation, we will discuss these experiences with extremes and whether the concepts of statistical significance and reliability indices in scientific literature and academic regulations should be revisited.

How to cite: Dimitriadis, P.: Extreme Academic Tales for Recorded Extreme Tails in Greece, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-21525, https://doi.org/10.5194/egusphere-egu26-21525, 2026.

We present an educational, learn-by-doing model that integrates real-world projects in geosciences, environmental management and conservation with the production and active dissemination of scientific outputs, complemented by digital communication as a largely passive outreach channel. The programme is motivated by a pronounced disconnection among young people—including those enrolled in environmental and territorial studies—and the place-based problems that surround them, a gap that jeopardizes the near-term availability of qualified environmental and land-management professionals. Our objective is to engage secondary, baccalaureate, vocational (FP), and undergraduate students as active participants in problem identification, project co-design, and execution—equipping them with the conceptual and technical tools needed to address environmental and territorial challenges in the north-west of the Iberian Peninsula.

A quasi-experimental pre-test–post-test design without a control group was implemented across multiple educational levels. The evolution of perceptions and competences was assessed using Likert-scale questionnaires, a register of scientific outputs, and baseline Instagram analytics. A distinctive feature of the model is that students are not only active co-designers of each project but also the primary executors of fieldwork and analysis under light supervision. In addition, they regularly present in age-appropriate scientific fora (e.g., school symposia, regional conferences), which deepens their sense of ownership and strengthens the bond with both the project and the territory.

Results indicate general improvements in interest in science and the environment, data-analysis capability, understanding of the research process, and willingness to participate in scientific activities. Tangible, transferable outputs were generated (e.g., a conference poster and articles published or in preparation), and continuity of training pathways was established. The @SmarTerrae profile is consolidating as a knowledge-transfer channel during the programme’s implementation phase, complementing in-person dissemination.

How to cite: Salgado, L. and Forján, R.: SmarTerrae: Applied scientific training in geoscience from the earliest educational stages, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-44, https://doi.org/10.5194/egusphere-egu26-44, 2026.

Translating paleoclimate evidence into actionable climate literacy requires context-specific pedagogical approaches. This study evaluates whether tangible proxy data (tree-ring records) enhances climate change comprehension compared to abstract datasets. It assesses differential educational strategies for three stakeholder groups with varying knowledge bases and decision-making responsibilities.

We conducted structured field workshops with 52 participants across three cohorts in the Ukrainian Carpathians during 2025 as part of the “Capacity Building for Research and Protection of Natural Forests in Western Ukraine” project. In collaboration with the Chernivtsi City Council’s Climate Policy Division, we designed learning objectives aligned with municipal adaptation planning needs, addressing a critical gap where protected area managers lack access to climate education. This integration of local ecological data with regional adaptation frameworks aims to enhance the effectiveness of climate adaptation efforts. University academics (n=8) and protected area rangers (n=4) attended seven-day workshops at Carpathian Biosphere Reserve and Vyzhnytskyi National Natural Park (July 2025). A separate field seminar at Tsetsyno highland employed a cascading pedagogy, where trained third-year geography students (n = 7) facilitated learning for second-year students (n = 7) and secondary pupils (grades 9-12, n = 25) in October 2025. All participants completed pre-workshop climate knowledge assessments, post-workshop evaluations, and structured feedback surveys (100% response rate).

Standardised content included physical examination of increment cores from 50- to 200-year-old beech and spruce, interpretation of ring-width chronologies showing documented climate extremes (the 1990s warming and the 2003 heatwave), soil and vegetation analysis, and regional temperature reconstruction visualisation (1750-2024). Municipal climate policy staff co-designed ranger modules emphasising management applications, including translating paleoclimate uncertainty into risk assessment and developing evidence-based adaptation strategies. Pre-assessment revealed critical baseline differences. Academics demonstrated strong theoretical knowledge (mean: 78%) but limited practical application capacity. Rangers possessed detailed, contemporary observational knowledge (mean: 65%), but lacked a historical context of climate. 93% of them could not identify whether current warming rates were unprecedented regionally. Secondary students showed the lowest baseline comprehension (mean: 41%).

Post-workshop assessments revealed differential gains among the groups. Rangers demonstrated the most significant increase in knowledge, particularly in interpreting timescales of climate variability. Academics showed modest gains, primarily in translating research for non-specialist audiences. Student moderators achieved substantial gains through the dual benefits of content mastery and pedagogical skill development. Secondary students showed significant improvements, with hands-on “tree doctor” activities generating the strongest engagement. Tangible proxy data effectively addressed the challenges of abstract temporal scales. Local site selection proved critical as participants connected evidence directly to familiar landscapes and management contexts.

Small sample sizes limit the generalizability of the findings, which represent a proof-of-concept that requires validation through larger studies and a cost-effectiveness analysis. However, the results suggest that paleoclimate proxies effectively communicate climate context to decision-makers who lack historical baselines, which is a critical gap in adaptation planning. The research-governance partnership model demonstrates how academic institutions can support the implementation of municipal climate policies through targeted capacity building, resulting in measurable outcomes in resource management and education.

How to cite: Kholiavchuk, D., Šebesta, J., Dranichenko, M., Maievskyi, V., Horiuk, A., Shestobanska, K., Kuzenko, Y., and Tokariuk, S.: Evaluating Dendroclimatology-Based Climate Education Across Stakeholder Groups in the Ukrainian Carpathians, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-712, https://doi.org/10.5194/egusphere-egu26-712, 2026.

Communicating biodiversity loss and climate disruption to non-specialist audiences requires approaches that translate complex scientific processes into accessible and emotionally resonant forms. Speculative storytelling, including science fiction and future-oriented narratives, offers a promising strategy. By imagining plausible futures grounded in current scientific knowledge, these narratives illuminate the consequences of environmental change while encouraging reflection on societal choices, adaptive behaviours, and potential pathways forward.
Within the Science and Society spoke of the National Biodiversity Future Center (NBFC), funded by Italy’s National Recovery and Resilience Plan (PNRR), we adopt an interdisciplinary, research-informed framework for the design of such narratives. Science communicators operate as intermediaries between researchers and creative professionals – writers, illustrators, media producers – ensuring both scientific accuracy and narrative coherence. This role includes conceptual development, the selection of scientific experts based on thematic relevance and communication skills, and continuous collaboration throughout the creative process. It also extends to the public-facing dissemination of the resulting works, enabling coherence between scientific objectives, artistic expression, and audience engagement.

A key aspect of this approach is the strategic use of distinct speculative modes to engage different audiences. Dystopian narratives explore the ecological and social implications of biodiversity loss by depicting futures in which degraded ecosystems or climate-altered conditions shape daily life, effectively highlighting risks and long-term consequences. In contrast, positive or “post-crisis” futures imagine societies that have adopted sustainable practices and redefined their relationship with natural systems, promoting a sense of agency and motivating constructive engagement.
Embedding rigorous scientific input within imaginative world-building allows speculative storytelling to convey biodiversity and climate issues in ways that extend beyond traditional educational formats. By making abstract temporal scales, uncertain projections, and complex socio-ecological dynamics more concrete, these narratives support both understanding and emotional resonance. The use of varied media – from comics to podcasts – further enables the tailoring of content to diverse publics and communication contexts.
I will discuss selected initiatives that employ speculative storytelling for biodiversity and climate communication across different media formats. These examples show how interdisciplinary, narrative-driven approaches can create science communication that is both emotionally engaging and scientifically robust, enriching public understanding of environmental change.

How to cite: Anzolini, C., De Pascale, F., and Pievani, T.: Speculative Storytelling as a Tool for Biodiversity and Climate Communication, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-800, https://doi.org/10.5194/egusphere-egu26-800, 2026.

The project ‘Prison talks: bringing climate change conversations into the Irish prisons’ has been awarded an EGU Public Engagement Grant. This public engagement project brings talks on climate change, extreme weather events, and their impacts to inmates (people in prison) in Irish prisons, through the lens of science communication and outreach.

This project is raising awareness of climate change and its impacts among people in prison, a hard-to-reach audience with limited access to science communication and outreach activities. People in prison have an educational disadvantage, as many didn’t finish secondary school. This climate change outreach project plays a transformative role by providing values, knowledge, and skills to help individuals reach their full potential, motivate positive citizenship, develop social responsibility and personal transformation, increase well-being, and foster a sense of community and belonging, enabling them to live more successfully upon release.

People in prison completed anonymous surveys (quantitative and qualitative questions) before and after attending the climate change talks to assess their perceptions of climate change and science communication and to evaluate the project's effectiveness.

This presentation will outline the research methods, lesson plans, project’s findings and recommendations. The project ‘Prison talks: bringing climate change conversation into the Irish prisons’ highlights awareness of the importance of science communication and public engagement events among populations in prisons, which can be replicated in other countries.

How to cite: Mateus, C.: Prison talks: bringing climate change conversations into the Irish prisons, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-853, https://doi.org/10.5194/egusphere-egu26-853, 2026.

Extreme winter windstorms are among the most expensive natural disasters in Europe and pose significant social and economic challenges.  The Netherlands frequently experiences winter storms that result in serious damage and large financial losses, especially for sectors like infrastructure and the built environment.

Climate Adaptation Services (CAS) created and manages national climate risk portals, such as the Klimaateffectatlas (www.klimaateffectatlas.nl) and the newly launched Dutch Climate Risk Portal (www.dutchclimaterisk.nl), which have helped the public in understanding vulnerabilities and risks by providing information on floods, drought, heat, and water-related hazards. However, until 2025, windstorms remained an essential missing risk, limiting urban and financial stakeholders' ability to interpret exposure and losses to these storms.

We studied winter windstorms, creating hazard maps and risk estimates. However, these scientific outputs are not directly applicable or understandable to stakeholders with diverse backgrounds and needs. Therefore, in collaboration with CAS, we co-created a map narrative and risk estimation tool, which was created through an iterative cycle of stakeholder workshops, feedback, and narrative design. The process aimed to make complex risk information accessible, usable, and intuitively understood for a wide range of users, regardless of technical background. The end result is the translation of windstorm science into practice, which is publicly available at the Klimaateffectatlas and the Dutch Climate Risk Portal, while ensuring relevance, clarity, and real-world impact for decision-makers.

How to cite: Fonseca Cerda, M. S., de Moel, H., Aerts, J., Botzen, W., Veenenbos, K., de Ruig, L., Klok, L., and Haer, T.: From Science to Practice: Co-Designing Windstorm Hazard & Risk Information for Dutch Portals, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-1010, https://doi.org/10.5194/egusphere-egu26-1010, 2026.

Geodesy plays a fundamental role in observing and understanding Earth system processes, yet its societal relevance often remains under-recognized outside the specialist community. To address this gap, the Global Geodetic Observing System (GGOS) of the International Association of Geodesy (IAG) has expanded its science communication activities during the recent years to make geodetic concepts, products, and techniques accessible to diverse audiences. This contribution presents an integrated communication strategy combining digital platforms, visual storytelling, and community-driven initiatives.

A central element is the renewed GGOS and IAG web platform https://geodesy.science, which provides an easy understandable introduction to geodesy as well as clear, non-technical explanations of observation techniques, products, and real-world applications.

Complementing this, a growing series of multilingual short films (https://www.youtube.com/@iag-ggos) communicates the importance of geodesy for monitoring climate change, natural hazards, sea-level rise, and global reference frames. These videos have reached broad international audiences and are frequently used in public outreach events such as open-day exhibitions.

The newest initiative is the Geodesy Cartoons project https://geodesy.science/cartoon , which communicates complex geodetic topics through approachable, story-driven visual narratives. The associated Geodesy Cartoon Competition actively involves the international geodetic community in co-creating educational illustrations. This participatory approach fosters shared ownership, stimulates creativity, and supports the development of communication material usable across research, teaching, and outreach.

Together, these multimedia tools illustrate how geodesy contributes to society’s daily life and decision-making. This presentation reflects on successes and challenges in designing accessible content, coordinating contributions across the global geodesy community, and evaluating engagement through online analytics and feedback. By sharing insights from these ongoing initiatives, we aim to contribute to a broader discussion on effective communication of Earth and space sciences and to strengthen connections between geodesy and the wider public.

How to cite: Sehnal, M., Sánchez, L., and Angermann, D.: Scientific Storytelling in Geodesy: Using Cartoons, Videos, and Digital Platforms to Reach New Audiences, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-1385, https://doi.org/10.5194/egusphere-egu26-1385, 2026.

The INSE project (Interdisciplinary Network for Science Education, led by WasserCluster Lunz and funded by GFF NÖ) has developed a comprehensive set of innovative, classroom-ready materials designed to strengthen scientific literacy across all educational levels. Co-created by researchers from the natural, social, and educational sciences together with partner schools, the materials translate core principles of scientific inquiry into engaging, age-appropriate learning experiences. All resources are freely available online and have been successfully tested in classroom settings.

For the primary level, the module The Forest of the Future introduces humanities-based inquiry through storytelling, exploratory learning, and creative techniques. Children investigate questions about environmental futures by engaging in narrative-based research tasks, learning how observation, interpretation, and imagination contribute to knowledge creation.

At the lower secondary level, a set of interactive Nature of Science (NOS) materials helps students understand the characteristics of scientific thinking. Activities highlight scientific evidence, uncertainty, the iterative nature of research, and the diversity of scientific methods. Abstract NOS concepts become tangible through hands-on tasks, role-play activities, and small-scale investigations.

For the upper secondary level, two modules allow students to conduct their own research:
(1) a natural science module in which students design and conduct an aquatic ecology respiration experiment, learning to formulate hypotheses, plan experiments, collect data, and interpret results; and
(2) a social science module that introduces learners to empirical social research through survey projects. Both modules guide students through the full research cycle and encourage reflective, evidence-informed thinking.

Beyond these core teaching packages, the project developed additional tools that make scientific inquiry accessible across informal and formal learning contexts: The research quartet Go Science introduces children aged 8+ to the fundamental steps of scientific inquiry through a playful card game. For teenagers, the Dive into Science learning app offers an interactive experience in which learners navigate scientific decisions based on real research questions - selecting hypotheses, designing experiments, analyzing sample datasets, and receiving direct feedback. Complementing these tools, the SCIBORG science board game supports learners aged 16+ in deepening their understanding of the scientific process.

Together, the INSE materials provide a powerful set of educational tools for fostering curiosity, critical thinking, scientific literacy, and trust in research. By showing how science works in practice, they support educators in integrating authentic scientific inquiry into everyday teaching.

In this presentation, we will showcase the full range of materials, allowing participants to explore, try out, and interact with the resources directly.

How to cite: Feldbacher, E., Coulson, L., Sippl, C., Lughammer, B., Capatu, I., Jöstl, G., Eibl, D., Panzenböck, M., Rosenberger, C., Jung, A., and Weigelhofer, G.: Innovative Tools for Science Education: Classroom Materials and Games from the INSE Project, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-1611, https://doi.org/10.5194/egusphere-egu26-1611, 2026.

Effective science communication is a central component of two major atmospheric initiatives in Spain: the “high-Resolution air Emissions Systems to suPport modellIng and monitoRing Efforts” (RESPIRE) and the Spanish component of the Copernicus Atmosphere Monitoring Service – National Collaboration Programme (CAMS-NCP). Both efforts, led collaboratively by the Barcelona Supercomputing Center (BSC) and the Spanish Meteorological Agency (AEMET), demonstrate how communication can be embedded into the design, implementation and societal uptake of advanced environmental projects.

Within RESPIRE, communication is treated as a strategic pillar supporting the development of high-resolution emissions estimates for air quality modelling and greenhouse gas (GHG) monitoring in Spain. Activities range from intuitive digital interfaces and stakeholder workshops to targeted web updates, newsletters, and social media outreach. A central element is a user-centric web application that visualizes carbon dioxide (CO₂) and methane (CH₄) fluxes. Together, these channels translate complex modelling outputs into actionable knowledge for public administrations, scientists, the private sector and citizens.

The CAMS-NCP communication strategy complements this by strengthening the visibility, understanding and uptake of CAMS products across national, regional and local levels. Building on the user network established during the first phase of the programme, Phase 2 implements a structured Communication and User Outreach Plan targeting policymakers, researchers, air quality planners, NGOs and citizens. Communication actions include regular updates to the CAMS-NCP website, coordinated press and social media campaigns, annual use case publications, and participation in national scientific and environmental events. Three annual CAMS User Forums and a final dissemination event provide spaces for technical dialogue, co-design and user feedback.

Across both initiatives, long-term communication experience reveals consistent lessons. Iterative co-creation with users increases uptake and ensures that tools respond to real needs. Trust is fostered through transparent messaging that acknowledges uncertainties while demonstrating methodological robustness. Effective communication requires not oversimplification but a strategic tailoring of information to specific decision contexts, from policy design and mitigation tracking to public awareness.

The challenges faced are also shared: conveying technically dense atmospheric information to non-experts, managing expectations about product capabilities, and maintaining visibility amid numerous parallel initiatives. Despite this, successes are significant. RESPIRE- has received international recognition from the Integrated Global Greenhouse Gas Information System (IG3IS), an initiative of the World Meteorological Organization (WMO), while CAMS-NCP continues to expand its user community and reinforce national alignment with European atmospheric services.

Together, RESPIRE and CAMS-NCP show how integrating communication into environmental science projects enhances societal impact. By combining advanced modelling with intentional, user-focused communication, both initiatives contribute to a more informed society and strengthen Spain’s capacity to address climate change and air quality challenges.

How to cite: Matozinhos de Faria, K., Guevara, M., Castesana, P., Camps, P., Lombardich, I., Legarreta, O., Frangeskou, A., Urquiza, D., Tena, C., Benincasa, F., Steven, E., Ramírez, S., Pérez García-Pando, C., Luna, Y., Barrera, E., Elena Garcia Rodriguez, O., and del Campo, R.: Integrating Science Communication into Spain’s Atmospheric products: Insights from RESPIRE and CAMS-NCP, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-1677, https://doi.org/10.5194/egusphere-egu26-1677, 2026.

Wetlands are some of the most endangered ecosystems on the planet. There is an urgent need for large-scale wetland restoration and protection efforts that involve local community support. In our Horizon Europe project, Restore4Life (https://restore4life.eu/citizen-science/), we have developed a range of innovative offline and online educational materials to raise awareness of the vital ecosystem services that wetlands provide to humans.

Our materials are based on the 5E constructivist learning model. This inquiry-based, student-centered approach encourages active learning as students’ knowledge is built on understanding connections and processes. The five phases start with capturing students' interest and assessing prior knowledge/misconceptions (Engage), leading to investigating topics through hands-on activities and observations (Explore). In the Explain phase, students interpret their findings with the teacher's support. The last two phases focus on the application of the students’ newly acquired knowledge to deepen their understanding (Elaborate) and, finally, on the knowledge assessment by students and teachers (Evaluate). While our materials were developed for 12-14-year-olds, they can be easily adapted to younger or older kids.

Beyond these core teaching packages, the project developed additional tools, such as the “Blue-Green Space4All” game, a dynamic Wetland Fresk, available in both online and offline formats. A manual and a video provide instructions for building a simple treatment wetland, and our Wetland4Life App can be used to assess the wetland status directly in the field. All resources are freely available online (Zenodo) and have been successfully tested in classroom settings. Together, the Restore4Life materials provide a robust set of educational tools for fostering understanding of the significance of intact wetlands for human well-being.

In this presentation, we will showcase 5E teaching materials on the social, economic, and ecological benefits of intact wetlands, including supplying construction materials, providing recreational areas, and mitigating climate change and pollution. Participants can explore, test, and interact with the materials. Restore4Life is funded by the European Union.

How to cite: Weigelhofer, G., Grandjean, T., Feldbacher, E., Rosenberger, C., Miklósová, V., Mikuška, A., Čerba, D., Grabić, J., Srđević, Z., and Costea, G.: Interactive wetland education: Classroom materials following a constructivist instructional framework (Horizon Europe Restore4Life), EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-1870, https://doi.org/10.5194/egusphere-egu26-1870, 2026.

Some climate scientists refrain from advocacy and activism in their science communication because they fear it decreases their credibility. But whether there is indeed a relation between activism and credibility can be tested.

Here, we discuss the results of an experiment where 1,000 Dutch respondents first read a text on the impacts of the greening of gardens. Respondents are randomly assigned to either a version written in neutral tone, or a version written in an advocating tone. We then compare how the respondents perceive the credibility of the authoring scientist in these texts.

Our analyses show that the perceived credibility of the scientist who authored the text increases by advocacy overall, and that the advocating scientist is considered more credible than the neutral scientist specifically in their perceived sensitivity and care for society.

Based on these results, we conclude that advocacy can increase the climate scientist's average perceived credibility. This study may thus serve as endorsement for the many climate scientists who are willing to take a more advocacy-driven approach in their communications but are unsure of the consequences.

How to cite: van Sebille, E., Weel, C., Vliegenthart, R., and Bos, M.: A little bit of activism increases trust in climate scientists, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-1949, https://doi.org/10.5194/egusphere-egu26-1949, 2026.

It has been well documented that social norms play a key role in motivating behavioral change. Although research on the effects of normative messages on pro-environmental decision-making has increased in recent years, our understanding of how these messages influence behavior remains limited (Chung & Lapinski, 2024). In particular, many pro-environmental behaviors have not yet achieved widespread adoption, and normative influences are often ineffective in such contexts. Consequently, scholars have begun to focus on dynamic norms, which refer to changing patterns of norms surrounding specific behaviors (Sparkman & Walton, 2017). When only a minority engages in a particular behavior, static norms that reflect behavior at a single point in time may inadvertently discourage action by emphasizing low participation rates. In contrast, dynamic norms, which highlight increasing popularity of a given behavior, have been shown to promote engagement (Sparkman & Walton, 2017). Accordingly, dynamic norms are considered particularly effective in contexts where pro-environmental behaviors have not yet become the majority practice. However, empirical evidence remains limited, and existing findings are inconsistent.

To advance understanding of norm framing effects (static vs. dynamic), the present study examines the underlying mechanisms through which norm framing influences behavior and investigates how these effects vary as a function of individual skepticism, specifically in the context of climate change. Environmental skepticism—defined as the tendency to doubt the seriousness, causes, or scientific evidence of environmental problems—has been identified as a key factor hindering effective environmental communication and behavior change.

An online experiment was conducted with 367 participants in South Korea. Participants first completed measures assessing climate change skepticism and were then randomly assigned to one of two norm-framing conditions (static vs. dynamic) related to pro-environmental behaviors aimed at mitigating climate change. They subsequently responded to measures of key variables.

The results indicated that the interaction between norm framing and skepticism did not significantly affect preconformity; however, it had a significant effect on reactance. Specifically, higher levels of skepticism were associated with greater reactance in response to dynamic norm messages compared to static norm messages. Moreover, this increased reactance was associated with reduced pro-environmental attitudes and behavioral intentions. This study contributes to the theoretical understanding of normative influence and climate change skepticism and offers practical implications for climate communication as well as directions for future research.

References

Chung, M., & Lapinski, M. K. (2024). The effect of dynamic norms messages and group identity on pro-environmental behaviors. Communication Research, 51(4), 439–462.

Sparkman, G., & Walton, G. M. (2017). Dynamic norms promote sustainable behavior, even if it is counternormative. Psychological Science, 28(11), 1663–1674.

How to cite: Kim, J. and Shin, G.: Normative Influences and Climate Change Mitigation: How Skeptical Individuals Respond to Dynamic Norm Messages and Why, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-2148, https://doi.org/10.5194/egusphere-egu26-2148, 2026.

The rapid development of Earth observation technologies presents significant opportunities to promote environmental responsibility and data literacy globally. Building on the success of the All-Ukrainian competition "Ekopohliad" ("Ecoview"), established in 2019 by the GIS and Remote Sensing Laboratory of the National Centre "Junior Academy of Sciences of Ukraine", the initiative was expanded internationally in 2024 and 2025. The International Ecoview competition aims to engage school students (14-18 years old) from different countries in investigating real environmental and climate-related problems using open satellite data and geospatial tools. Participation requires the use of open-access remote sensing datasets and their analysis through accessible platforms, such as Copernicus Browser, Google Earth Engine, NASA Giovanni, NASA Worldview, Google Earth Pro, and QGIS.

The competition combines independent student research, mentor guidance, and evaluation by an international jury of experts in Earth observation and environmental science. Educational support includes webinars, methodological guidelines, and a video course on satellite data and GIS analysis, ensuring students develop practical research and analytical competencies. 

The first international edition in 2024 engaged 96 students from all school grades (K–12) from Ukraine and 14 other countries. In 2025, the competition was limited to participants aged 14–18 years to ensure fair competition among students of comparable age, engaging 60 students from Ukraine and 16 foreign countries, with balanced representation from Europe, Asia, Africa, and Latin America. Twenty finalists presented research covering a wide range of environmental topics, including urban environments, forests, surface water, desertification, extreme events, climate change, and notably, the ecological consequences of war. The diversity of geographical contexts allowed participants to compare environmental processes across regions and to develop a broader understanding of global environmental challenges.

Preliminary outcomes indicate that the international format of Ecoview enhances students' motivation, promotes critical thinking, and improves their ability to work with primary geospatial data sources. The competition also contributes to the formation of an international youth community interested in applying remote sensing for environmental research and sustainable development. These positive results demonstrate the project's effectiveness and underscore the need for continued support and expansion of the initiative.

Future priorities include expanding participation, strengthening the educational component with updated materials, promoting interdisciplinary research, and further developing mentor and expert networks. These plans aim to inspire continued engagement and innovation in environmental education.

The experience of scaling Ecoview from a national to an international initiative demonstrates its potential as a replicable model for integrating Earth observation into school-level science education while addressing complex global environmental challenges.

How to cite: Babiichuk, S., Dovgyi, S., and Davybida, L.: Expanding remote sensing–based environmental education: the Ecoview competition from national to international level, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-2340, https://doi.org/10.5194/egusphere-egu26-2340, 2026.

The water–energy–food–ecosystems (WEFE) nexus is increasingly recognized as a promising approach to addressing ‘wicked problems’, that is, complex challenges marked by uncertainty and conflicting interests. Climate extremes are exposing vulnerabilities and trade-offs within the nexus, underscoring the need for co-designed, participatory governance approaches that move beyond sectoral silos and expert-driven decision-making. This approach emphasises social learning, knowledge co-production, and exchange as means of integrating scientific expertise, policy priorities, and local community perspectives. By fostering cross-sector collaboration, co-designed processes can generate trusted and actionable solutions that are responsive to both local and systemic challenges.

This study introduces a collaborative, multi-stakeholder framework to explore the vision of the WEFE nexus, identify key internal and external drivers of change, and co-design solutions and policy scenarios that reinforce interlinkages between nexus dimensions under climate change. Lake Como, northern Italy, serves as a case study due to competing water demands and increasing impacts of extreme weather events. Between October 2023 and February 2025, we conducted a series of dialogues with 20 key stakeholders representing each nexus dimension (e.g., lake operator, regional government, energy companies, irrigation districts, environmental platforms, municipalities). These dialogues combined semi-structured interviews, questionnaires, and workshops. Content analysis and statistical methods were used to examine stakeholders’ narratives, providing insights on 1) a shared vision of the nexus dimensions, 2) assessment of two policy scenarios: hydropower maximization and risk management, 3) evaluation of proposed solutions in terms of priority, relevance, effects on nexus dimensions, facilitation instruments, and implementation barriers, and 4) governance standards in the decision-making process.

The main findings show that nexus dialogues are a central vehicle for operationalising the WEFE nexus. They enabled a deeper understanding of the local context and associated needs, grounded nexus assessments in real-world conditions, and fostered social learning through stakeholders’ engagement. Stakeholders agreed that the nexus is fragile, highlighting the need to reinforce the green energy transition, innovate in food security, and better align human pressures across sectors. The two policy scenarios were analysed with respect to the benefits and impacts of each nexus dimension. Selected solutions –such as changes in hydropower licenses, adjustments in ecological flow standards, adaptations in lake management protocols, and insurance programs to address weather extremes– were evaluated based on stakeholders’ preferences. Governance analysis revealed the multifunctional roles of specific stakeholders (e.g., lake operator, irrigation districts, environmental associations), gaps in representativeness (e.g., mountain communities, municipalities), and participants’ aims to both negotiate and influence decisions. By placing stakeholder engagement at the core of co-designed policy scenarios, this work contributes actionable knowledge for policymakers and practitioners tackling WEFE nexus challenges in climate-exposed regions worldwide.

How to cite: Ricart, S. and Castelletti, A.: Co-Designed, Stakeholder-Driven Governance for the WEFE Nexus under Climate Extremes: Lessons from Lake Como, Italy, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-2541, https://doi.org/10.5194/egusphere-egu26-2541, 2026.

The Geoscience Museum of Rocca di Papa (MuGeos), Italy, promotes science communication and education on behalf of Istituto Nazionale di Geofisica e Vulcanologia (INGV). The Museum is located at the centre of Alban Hills volcanic district, a dormant volcano whose last eruptive activity, an hydromagmatic phase, is dated about 20 ky ago. During the last four years the MuGeos has carried out activities dedicated to generic non expert public also joined with the municipality of Rocca di Papa, and to schools from Primary to Secondary.  All these activities belong to the so called Third Mission of INGV that consists of the diffusion of scientific knowledge. The education activity has been focused on the involvement of a significant number of schools coming from the surrounding territory but also from distant regions. The activity with students has consisted of an interactive and attractive guided tour through the knowledge of the Earth system (i.e. space weather, geomagnetism, seismology and volcanology, climate change), the Alban Hills Volcano, its origin hazard and peculiarities.  Moreover, the Museum has been involved in the Science Together Net project cofunded by the European Union through the organization of the European Researcher Night. In this context we have proposed activities involving kids, children and adults such as geotrekking on Alban hill volcano, seminars, labs of explosive and effusive volcanoes, paper volcanoes (origami) and fairy tales on geological myths, guided tours of the Museum, stars and planets observation through a telescope. The above mentioned activities have been proposed also during the Museum opening of every second Sunday of the month.  Further several activities dedicated to generic public have been promoted together with Rocca di Papa municipality in occasion of local events such as the October Chestnut Festival, the World Moon Day, the World Horse Festival, the Marconian Day Recurrence etc. During these popular events the MuGeos has been a fundamental actor in the awareness of citizens towards natural hazard and risks related to the territory.  Feedbacks of all the MuGeos activities are extremely positive; same teachers keep coming to the Museum every scholastic year, many positive public review on Google platform, satisfaction questionnaire.

How to cite: Colini, L., Misiti, V., Alberti, T., Falcone, G., Lanza, T., Megna, A., Cirella, A., Pagliuca, N., Tarchini, L., and Ranaldi, M.: The Rocca di Papa (Italy) INGV Geoscience Museum: the last four years of activities , EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-3476, https://doi.org/10.5194/egusphere-egu26-3476, 2026.

YouTube hosts several collections of videos that focus on topical geological topics. This presentation is concerned with viewer engagement around content on one of these. The Shear Zone channel, as of January 2026, has over 15k subscribers with over 1.25M views across its ~300 videos. Launched as a platform for sharing educational content aimed at university earth science students, over its five-year existence, films have evolved to a more documentary style and accessed increasingly by broader communities outside formal education environments. Although viewing figures, compared with some other popular YouTubers are not astronomical, some have attracted >>25k views with full views running at >18% (which is high for YouTube!). Comments are permitted, though moderated – which, along with “likes” and channel analytics – give insight on the reach, popularity, opinions and background of viewers.

To lever YouTube algorithms, content is monetised by permitting advertising at the start of each video but not with commercial breaks mid-programme, which can degrade viewer experience. Non-monetised content is marginalised by the platform. YouTube also has very strong recency bias in the content it reveals and it promotes content that attracts viewer engagement and retention. While there is long-term, recurrent viewer engagement for short-course teaching materials on The Shear Zone, views of the broader documentary style material generally die off after a few days. Very few users explore content by access channel home-pages or playlists – hence the preponderance of rather sensationalist thumbnails used by other content-creators to attract views. This presentation reports viewer engagement on a subset of content published on The Shear Zone channel.

In April-May 2024, the BBC’s broadcast the fourth series of Race Across The World, advertised as a journey through “The Ring of Fire in east and south-east Asia.  Independent of this, as the series developed, I dropped two videos each week, appropriate to that particular segment of the race, on YouTube. Meta-tagged to RATW, these covered topics as diverse as megathrust earthquakes and tsunamis, Holocene sea-level change, palaeogeographic assembly of SE Asia, volcanic eruptions and biogeography. Views ranged from around 2k to 25k, the most popular being a video on Krakatoa. Interestingly the tie-in to RATW seems to have yielded rather few views – most of the audience came from E and SE Asia!

More popular videos have attracted disproportionate comment from what politely might be called adherents to non-mainstream geoscience ideas – even when these are only tangentially associated with the video contents. Two films have attracted particular attention: The disappearing glaciers of Mont Blanc (published August 2022); and Trashing continental drift (in two parts; published September 2025). These commentaries provide useful insights on the types of evidence and information used by these communities and the challenge of communicating science when contested.

How to cite: Butler, R.: The Shear Zone Channel – reflections on sharing geological science on YouTube, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-3525, https://doi.org/10.5194/egusphere-egu26-3525, 2026.

To oversimplify things slightly, there are two types of story in journalism: the short ones and the long ones. I’ve spent much of my career so far focussed on the latter, known as features, which has meant an awful lot of head-scratching about how to keep readers engaged, excited, gripped by a story that goes on for several thousand words – no simple matter in the age of AI slop and TikTok.  

In this lecture, I’ll spill the beans on how we do things at New Scientist magazine, where I have worked for just over 10 years, with special reference to an idea known as “sleepy cat” from the mind of my brilliant former colleague Graham Lawton. I’ll also show how I used some of the tricks of creating compelling narratives in one of the stories in my book, The Meteorite Hunters – namely the tale of Jon Larsen, the Norwegian jazz guitarist who hunts cosmic dust on urban rooftops. 

Whether you want to better understand how journalists think, yearn to improve your own writing, or just enjoy thinking about how stories work, there should be something of interest here for you.

How to cite: Howgego, J.: Sleepy cat and the cosmic dust: Lessons for non-fiction writing from 10 years as a magazine editor , EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-3534, https://doi.org/10.5194/egusphere-egu26-3534, 2026.

Skeptical Science is a highly-visited website featuring 250 rebuttals of misinformation about climate change and climate solutions. Many of the rebuttals are written at multiple levels—basic, intermediate, and advanced—in order to reach as wide an audience as possible. Results from a survey we've been running on our website since November 2021 indicate that there is some room for improvements in order to make the rebuttals more robust. It is therefore rather good timing that we've been working on a complete overhaul of our website which should increase the effectiveness of rebuttals in reducing acceptance in climate myths and increasing acceptance of climate facts. A key goal of misinformation interventions is to increase reader discernment, the difference between belief in facts and belief in myths. While there was overall an increase in discernment, with the decrease in agreement with myths greater than the decrease in agreement with facts, the result that belief in climate facts decreased for at least some rebuttals is unwelcome and counter to the goal of Skeptical Science. In this presentation, we'll give a sneak peek at how the new website will look like. One important new feature will be the inclusion - where applicable - of the fallacies employed by a climate myth, so that a rebuttal on the new website will then include all three elements of a successful debunking: fact, myth and fallacy. In my presentation, I'll also highlight some of the other updated or new features this website relaunch will include.

How to cite: Winkler, B. and Cook, J.: Relaunching the Skeptical Science website to include prebunking tools, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-4107, https://doi.org/10.5194/egusphere-egu26-4107, 2026.

ECMWF develops and maintains operational forecasting systems, which include the physics-based Integrated Forecasting System (IFS) and the Artificial Intelligence Forecasting Systems (AIFS Single and AIFS Ensemble). These models are upgraded periodically, delivering significant scientific and technical improvements, however these changes pose challenges for users who need to understand the implications to their workflows and applications and make required modifications.

Outreach activities combine structured documentation, targeted email notifications of key upgrade milestones, and LinkedIn and the ECMWF forum posts to reach wider audiences and gather feedback. These channels are complemented by series of webinars and presentations at the annual Using ECMWF's Forecasts (UEF) meeting, where technical and scientific upgrades are presented and discussed with users.

This presentation will describe ECMWF’s outreach activities around IFS and AIFS model upgrades, which are designed to support a diverse user community, including researchers, operational forecasters and developers of AI driven applications, among others. Lessons learned and key challenges will be presented, these include addressing the needs and expectations of diverse audiences with different levels of expertise, synchronising communication with operational timelines and maintaining consistent narratives across platforms, ensuring that key information is accessible without overwhelming users.

How to cite: Vuckovic, M., Hemingway, B., Suttie, M., and Bennett, V.: Keeping users in the loop: Outreach activities for ECMWF IFS and AIFS forecast model updates, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-5228, https://doi.org/10.5194/egusphere-egu26-5228, 2026.

ECMWF’s Partnerships and Engagement section supports the effective use of ECMWF, Copernicus and Destination Earth services, datasets and infrastructure through partnerships and many targeted outreach and engagement activities. This work serves a diverse user community, including the National Meteorological Services (NMS) of ECMWF Member and Co-operating States (MS and CS), EU Member States, EU institutions and agencies, and WMO and other UN bodies, as well as a growing community of researchers, private companies, weather enthusiasts and other users.

This poster presents selected examples of outreach and engagement activities and shows how different approaches are combined to respond to evolving user needs and to build sustained dialogue with user communities. Liaison visits to ECMWF MS and CS NMSs support long-term collaboration and enable direct discussions on ECMWF activities including operational needs of forecasters. Further engagement is delivered through the Copernicus CAMS and C3S National Collaboration Programmes, which aim to strengthen the links with National Partner institutions and increase the uptake of Copernicus services at country level. In addition, the first two Copernicus Thematic Hub pilots, which focus on health and energy, are demonstrating the value of targeted outreach and support across these sectors.

Training activities are a key part of ECMWF's outreach and cover topics ranging from Numerical Weather Prediction and machine learning to software development and high-performance computing. Experience shows that combining clear explanations with practical examples is important for supporting users with different backgrounds and levels of experience, especially in an increasingly open science environment.

ECMWF Outreach also includes activities around ECMWF’s forecast model upgrades, such as updates to the Integrated Forecasting System (IFS) and the Artificial Intelligence Forecasting System (AIFS) in the medium, sub-seasonal and seasonal forecast ranges. These activities focus on communicating and explaining scientific and technical developments in the models and how they may effect user workflows, new forecast products, and how the updated models perform based on evaluation results.

Code for Earth programme offers hands-on, challenge-based opportunities for participants to develop innovative applications using ECMWF, Copernicus and Destination Earth data and software. The AI Weather Quest is a real-time international competition in which participants submit AI-based sub-seasonal forecasts in an operational-like setting, with results evaluated through transparent and openly documented methods.

How to cite: Hemingway, B., Vuckovic, M., Ananasso, C., Stewart, C., Ioannu, J., Trakas, A., Loegl, O., and Vermoote, S.: User outreach and engagement at ECMWF: Examples of partnerships, outreach and innovation support, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-5425, https://doi.org/10.5194/egusphere-egu26-5425, 2026.

The Arctic has long captured the imagination through its remoteness, wildlife, striking landscapes, and rich cultural histories. At the same time, Arctic environments are undergoing rapid and profound changes, with many landscapes expected to be transformed beyond contemporary recognition by the end of this century. Communicating these changes to non-specialist audiences presents a significant challenge: they unfold across vast spatial and temporal scales, are studied through multiple disciplinary lenses, and resist simple or singular narratives. From ancient glaciers to pioneering lichen, no single process exists in isolation. Rather, Arctic change emerges through the interaction of glaciological, geological, botanical, fluvial, and meteorological processes. Understanding and communicating this complexity requires approaches that can hold multiple perspectives together while making these remote landscapes emotionally accessible and relevant to the audience.

We present ‘Arctic Flowers’, a science communication graphic novel which explores changing Arctic landscapes through the lived experiences of scientists working in the Tarfala Valley of northern Sweden. As most of Sweden’s glaciers face complete disappearance before the year 2100, this story captures a pivotal moment in the region’s history. Rather than adopting a purely catastrophic narrative, ‘Arctic Flowers’ foregrounds nuance, emotional connection, and scientific practice through non-fiction visual storytelling. The narrative follows researchers at Tarfala Research Station as they document retreating glaciers and the parallel emergence of Arctic flora. A central narrative thread connects contemporary research to a rediscovered herbarium created in the 1960s by botanist Adélaïde Stork, allowing readers to grasp climate change through intergenerational scientific observation and long-term data.

Graphic novels offer a powerful medium for science communication, particularly for topics that span multiple spatial and temporal scales. Through the juxtaposition of panels, text, and imagery, multiple concepts can be laid out on the page together, encouraging reflection and synthesis from the audience. Shifts in perspective, scale, and framing are used to emphasize grandeur at multiple scales, from larger-than-life structures such as mountains, glaciers, and research station operations to small, attentive details—the textures of plants and rocks, or the correct way to hold an ice axe. By blending scientific data, historical context, personal experience, and observation of the landscape, the project aims to spark curiosity and invite readers to ask questions about the changing Arctic. This mirrors the inquisitive and exploratory approach practiced by scientists within the story, drawing on first-hand accounts and interviews with generations of researchers at Tarfala Research Station – their experience spanning six decades. We reflect on lessons learned from developing this work as a long-form science communication effort, including how narrative and character-driven inquiry can foster emotional engagement, encourage dialogue, and make Earth science accessible and meaningful to diverse audiences.

How to cite: Jones, D., Kirchner, N., and Dahlkvist, J.: Graphic novel communicates changes in Arctic landscapes, fostering wonder and curiosity, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-5542, https://doi.org/10.5194/egusphere-egu26-5542, 2026.

Most science communication today is short and fast — but at the Institute of Natural Sciences we also try something different. Together with colleagues, Siska Van Parys works on long-form stories that highlight the institute’s core research areas — palaeontology, geology, archaeology, taxonomy, evolution — and the collections that support them. They create overview articles on the website, mini-documentaries about expeditions and fieldwork, and stories that put the spotlight on the people behind the research. 

Siska will share some of the projects she’s been involved in, what they hope to achieve with them, and why slow science communication has become part of the approach of the Institute of Natural Sciences.

The main examples will revolve around two geology projects: ROBOMINERS and LEAP. These scientific projects, carried out by the geologists of the Institute of Natural Sciences (Giorgia Stasi, Christian Burlet, Sophie Verheyden), were followed and documented by Siska and her colleagues. The results are two mini-documentaries and long-reads. 

How to cite: Van Parys, S., Pardon, S., and Verbeke, R.: Slow Science Communication, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-6304, https://doi.org/10.5194/egusphere-egu26-6304, 2026.

Over the past decade, we have carried out sustained outreach activity on social media aimed at presenting seismic data to students and the general public. The primary goal has been not only to increase the visibility of Earth sciences, but also to highlight the fundamental role of data acquisition in subsequent scientific tasks, such as numerical modeling and tectonic interpretation. A significant part of this effort has focused on visualizing seismic waves generated by local, regional, and teleseismic earthquakes, often using data recorded by the GEO3BCN Educational Seismic Network deployed in northeastern Spain. These activities are particularly valuable in regions characterized by low to moderate seismicity, where public familiarity with earthquakes is generally limited.

Beyond earthquake-related content, we have also shared posts illustrating ground vibrations generated by non-tectonic natural processes and anthropogenic sources. Topics related to environmental seismology often attract strong public interest, as it is not widely known that natural phenomena such as tides, ocean waves, rainfall, wind, and thunder can be monitored using seismic data. Similarly, vibrations induced by human activity -from student movement between classrooms to crowd dynamics during music concerts or football matches- tend to generate considerable attention, sometimes even reaching mass media coverage. We leverage this curiosity as an opportunity to bring seismology, and Earth sciences more broadly, closer to society.

This work has benefited from partial support of the EPYSIM Project, funded by the Spanish Ministry of Science and Innovation (Ref.: PID2022-136981NB-I00).

How to cite: Diaz, J.: A long-term review of outreach activity on social media related to seismic data , EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-6484, https://doi.org/10.5194/egusphere-egu26-6484, 2026.

Effective Disaster Risk Management (DRM) education requires geoscientific knowledge to be grounded in local contexts and translated into practical skills for those involved in risk prevention and emergency response. Altra Quota is a monitoring initiative in the Western Italian Alps that integrates real-time environmental monitoring, field-based research, and dissemination activities. It operates through close collaboration with local administrations and stakeholders exposed to hydro-meteorological, hydrogeological and cryospheric hazards.

A core aim of the project is to support capacity building in DRM through risk communication and the dissemination of monitoring results. Data from hydrological, meteorological and geomorphological monitoring networks are actively employed in hands-on activities for students, practitioners and decision-makers, enabling participants to interpret real-world observations, understand early warning systems and explore decision-making under uncertainty. Through field-based training, laboratory activities and dissemination initiatives, the project bridges theoretical geoscientific concepts with operational DRM practices. These activities empower local communities to better understand risks and interpret information from monitoring and warning systems, which is crucial for effective prevention and rapid response to emergencies.

A key component of the project is the long-term monitoring of the Ciardoney Glacier, conducted in collaboration with the Italian Meteorological Society. The glacier’s retreat and the resulting hydrological stress offer a powerful case study to analyze and communicate the impacts of climate change on alpine water resources and downstream risks. By combining observations from ground stations, satellite data, and model simulations, the researchers from Altra Quota can offer engaging experiences that effectively contextualize hazards.

Ultimately, by linking scientific research, education, and community engagement, Altra Quota represents a model for DRM education that improves risk awareness, strengthens the dialogue between science and society, and supports informed decision-making under changing climatic conditions.

How to cite: Giordano, V., Alfano, M. E., Cafiero, L., Chiesa Turiano, N., Leone, M., Marini, F., and Vacca, A. V.: Altra Quota: a field-based monitoring and education initiative for Disaster Risk Management in the Western Italian Alps, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-7163, https://doi.org/10.5194/egusphere-egu26-7163, 2026.

Belgium's compact territory contains an exceptionally rich geological record. Through repeated collisions and tectonic upheavals during our long journey from the southern hemisphere, layers from nearly every period of the past half billion years are exposed at the surface. The Planet Belgium project explores this remarkable geological heritage through a multimedia approach combining five immersive podcast episodes, five longread articles in popular science media, and five educational posters. Longreads are in Dutch, French and English.

In each episode and article, we venture into the field with Belgian experts and citizen scientists. Step by step, we reconstruct the sequential building of Belgium's subsurface through deep time. The project aims to convey a sense of wonder about geology and encourage audiences to see "boring" stones with new eyes.

Featured geological elements include Belgian whetstones and cobblestones, the famous red and black Belgian marble, bluestone, coal - our former "black gold" - and chalk, among others. The spectacular fossil collections at the Royal Belgian Institute of Natural Sciences in Brussels, including the world-famous Bernissart Iguanodons, tell the evolutionary history of life on Earth from the Cambrian up until the last Ice Age, bringing these ancient worlds to life for modern audiences.

This presentation (oral or in a poster session) will discuss the strategies employed to make deep time accessible and engaging across multiple formats (podcast, ‘scrollitelling’, posters, teaser videos), the challenges of translating expert knowledge for public audiences, and the role of aesthetic design in science communication. I will share lessons learned and evaluate the project's success.

The first episode is published here: https://www.naturalsciences.be/r/planetbelgium
Three episodes will be online at the time of the conference. 

How to cite: Verbeke, R. and Piessens, K.: Planet Belgium: narrating the geological odyssey of a country through multimedia storytelling, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-7191, https://doi.org/10.5194/egusphere-egu26-7191, 2026.

The energy transition from fossil fuels to low-carbon energy systems is a crucial global aspect requiring sustainable and urgent solutions directed toward the use of renewable resources, such as geothermal energy. The general public still has little knowledge of geothermal energy, despite its advantages: misconceptions about safety, environmental impacts, and technological feasibility continue to hinder its wider adoption. To overcome these challenges, timely, transparent, and easily accessible public engagement strategies are required. In this scenario, translating complex geoscientific phenomena into stories that the general public can understand is key and demands effective science communication. An efficient way to promote interest and understanding is to combine scientific content with visual storytelling and illustration.
This poster outlines the creation of “The Magical Heat of the Earth”, an illustrated book for primary school students designed to convey the concept of geothermal energy and its application as an energy resource. The book was authored, designed, and illustrated at INGV (Istituto Nazionale di Geofisica e Vulcanologia, Italy) through ongoing collaboration between the geoscientist and the designer/illustrator. This analysis emphasises the creative and methodological processes involved in the product’s creation rather than focusing on the final outcome alone. The creative process is described as progressing from the initial scientific concept and narrative framework to visual research, character design, storyboard development, and final layout design, illustration, and typesetting. Significant focus is placed on the interaction between the scientist and the designer/illustrator, and on the balance achieved between scientific and artistic precision throughout the process. The case study indicates that using handcrafted, research-based illustrations remains an effective method for conveying scientific concepts, particularly to children. The authors reflect on simplification, the use of rhyming texts and visual metaphors, and emotional engagement as significant methods for educating individuals about science, particularly in fostering interest in geothermal energy and Earth sciences overall.

How to cite: Florindo, F. and Procesi, M.: From Geoscience to Visual Storytelling: an Illustrated Children’s Book to Communicate Geothermal Energy, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-7204, https://doi.org/10.5194/egusphere-egu26-7204, 2026.

One of the core missions of the Istituto Nazionale di Geofisica e Vulcanologia (INGV) is to promote awareness of geophysics and natural hazards through education and outreach. Central to this mission is the Laboratorio Grafica e Immagini, INGV’s primary hub for visual communication. Over the past five years, the laboratory has taken on an increasingly strategic role in bridging the gap between scientific research and public understanding.

This work presents a selection of educational materials—including books, scientific games, infographics, illustrated brochures, and interactive exhibits—designed to explain seismic, volcanic, and environmental phenomena to diverse audiences, ranging from school groups to the general public. Each product is developed in close collaboration with scientists to ensure accuracy, while leveraging visual storytelling techniques to enhance clarity and engagement.

Our work demonstrates that graphic design is not merely a supporting function, but a vital component of scientific communication—particularly in educational contexts, where visual language significantly improves learning and retention. We also reflect on key challenges, such as simplifying content without compromising accuracy, and designing for inclusivity. This contribution underscores the value of interdisciplinary collaboration between scientists and designers in achieving effective and impactful outreach.

How to cite: D'Addezio, G., Riposati, D., Di Laura, F., Battelli, P., Florindo, F., and Nardi, G.: Visualizing Science: The Role of Graphic Design in Educational and Outreach Activities at INGV, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-7398, https://doi.org/10.5194/egusphere-egu26-7398, 2026.

Scientific ocean drilling offers a unique window into Earth processes that cannot be accessed through surface observations alone, but its remote offshore setting and technical complexity pose challenges for public communication. International drilling programs such as the International Ocean Discovery Program (IODP) and the International Ocean Drilling Programme (IODP³) are also inherently multinational and multilingual, yet these collaborative dimensions are not always reflected in expedition outreach materials.

This presentation introduces Chikyu Chronicles, a two-volume comics-based outreach project developed for IODP Expeditions 405 and 502E in the Japan Trench. The project uses illustrated sequential narratives to communicate shipboard science, engineering workflows, and everyday expedition life to middle-grade audiences while remaining grounded in real people, roles, and practices. Rather than emphasizing scientific results, the comics focus on portraying scientific ocean drilling as a collaborative activity shaped by operational constraints and teamwork. Each volume combines comics with book back matter designed to extend engagement beyond the narrative. Photographic sections document shipboard spaces, tools, and activities, allowing readers to connect simplified illustrations they have encountered in the book to physical environments and scale. Activity-based back matter invites participation through creative and interpretive exercises, including making science comics and identifying plate boundary patterns using multiple geophysical and geological datasets. Together, these elements form a hybrid communication model that supports place-making and causal reasoning.

Production of Chikyu Chronicles was embedded within the expedition environment and extended after sailing through distributed collaboration. Expedition participants contributed through interviews, reference materials, scientific review, editorial feedback, and translation assistance, ensuring linguistic accuracy and contextual fidelity without separating communication from scientific practice. Reported outcomes so far are qualitative and formative, drawing on informal feedback and basic reach metrics from real-time dissemination during Expedition 405, with structured audience evaluation currently underway. The project illustrates how comics-based outreach can align communication practices with the collaborative realities of international geoscience research.

How to cite: Schuba, C. N., Satolli, S., Nakano, N., Brunet, M., Bellanova, P., and Jurado, M. J. and the Expedition 405 and 502E Scientists: Using sequential art to communicate scientific ocean drilling, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-7827, https://doi.org/10.5194/egusphere-egu26-7827, 2026.

The “2024 Collectors Tour” was a field-based science communication initiative that employed narrative structure, place-based explanation, and methodological transparency to bring Critical Zone science alive for a non-specialist audience.  The Collectors Tour consists of a 21-episode video series produced during an 18-day, 4,500-km field campaign to empty mineral dust collectors deployed across Utah, Nevada, and Idaho in the southwestern United States.  This work was part of the DUST^2 project, funded by the US National Science Foundation to investigate the role of mineral dust erosion, transport, and deposition in the geoecological functioning of Earth surface environments (i.e. the “Critical Zone).  Each video of the Collectors Tour was anchored to the location where a specific dust collector is deployed, and used that location to introduce concepts related to mineral dust, soil formation, snow hydrology, climate variability, ecosystem function, and human influence.  In this way, the Collectors Tour embedded scientific explanation directly within active fieldwork, inviting viewers to observe how geoscience knowledge is generated in real settings.  The strategy of multiple sequential videos, produced and distributed in rapid succession, emphasized authenticity, continuity across episodes, and visual engagement with landscapes, transforming the routine annual campaign to service the dust collectors into a coherent outreach narrative.  The Collectors Tour also reflected lessons learned from long-term communication efforts, including the value of consistency, the power of storytelling grounded in genuine field practice, and the importance of acknowledging collaboration, logistics, and uncertainty.  To date the videos have received more than 2600 total views, making this a broadly successful and lasting science outreach success.​  As a case study, the Collectors Tour offers a replicable model for integrating science communication into ongoing field research and contributes to broader discussions on effective strategies for communicating science to diverse audiences. 

How to cite: Munroe, J. and Cassel, A.: The 2024 Collectors Tour: A Case Study in Field-Based Geoscience Communication, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-7980, https://doi.org/10.5194/egusphere-egu26-7980, 2026.

Pollution of English waterways by untreated sewage discharged through Combined Sewer Overflows (CSOs) has become one of the most high-profile environmental issues in the UK. It is now a major political topic, featuring prominently in election campaigns, parliamentary inquiries, and resulting in new legislation. To better communicate this environmental issue and empower the public to take action against it, we created www.SewageMap.co.uk a user-friendly, real-time visualisation of sewage spills across England. SewageMap uniquely combines live CSO data with a hydrological model to identify rivers downstream of recent spills, making it particularly valuable for recreational water users such as swimmers, kayakers, and rowers. The platform is recommended by organisations representing these groups and is widely used by citizen scientists and campaigners.

To make the experience engaging and relatable, SewageMap makes prodigious use of playful design elements, including the ‘poop’ and other emojis to highlight the ‘gross’ nature of sewage pollution. Behind the scenes, SewageMap is powered by 'POOPy' (Pollution Discharge Monitoring in Object-Oriented Python), an open-source toolkit that standardises diverse CSO datasets and enables historical spill analysis. Data generated by POOPy has supported river protection groups and informed local planning meetings; we believe that data from SewageMap has even featured in parliamentary debates.

The website was developed with both desktop and mobile users in mind, validated by the fact that ~80% of users access SewageMap via mobile or tablet devices. This ensures accessibility for the majority of users and highlights that this should be a consideration for other web visualisations. Furthermore, SewageMap can be embedded within external pages, which has enabled major news organisations to integrate the map into articles, significantly amplifying its reach.

The impact of this tool has been substantial, and greater than expected when the project was started informally. The site has received over 300,000 visitors in the past 12 months, financial support from major NGOs such as RiverAction, and resulted in new collaborations across academic and non-academic sectors. Overall, these projects have emphasised, to us, how engaging design, accessibility & proactive engagement with a user-base can result in significant impact stemming from a relatively ‘simple’ scientific principle.

How to cite: Lipp, A. and Dawe, J.: www.SewageMap.co.uk and POOPy: Open-source tools for understanding and communicating the impacts of sewage pollution on waterways in real-time, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-7995, https://doi.org/10.5194/egusphere-egu26-7995, 2026.

The informative publication “Segnali dal Clima in FVG” (Signals from the climate in FVG) provides a local and regional perspective on climate change, specifically tailored for the citizens of Friuli Venezia Giulia region (northeastern Italy). Structured around three core themes - Changes, Impacts and Actions - the publication serves as a bridge between the scientific community and the general public.

VISION AND COLLABORATION

This initiative stems from the Clima FVG Working Group*, a collaborative network of the region’s leading scientific and research institutions. The group operates on the principle that technological and scientific progress must be accompanied by public awareness and education to effectively tackle climate challenges. By translating complex data and information into an engaging, accessible format, the publication bridges the gap between expert research and citizen understanding.

CONTENT AND EDITORIAL APPROACH

Designed as an annual popular science magazine, the publication explores a wide array of climate-related themes, including the cryosphere, marine and lagoon ecosystems, forestry, wildlife and terrestrial ecosystems, agriculture, human health and urban settlements, as well as the psychological and social dimensions of climate change. Each issue explores a diverse range of topics, while remaining anchored to some core principles and maintaining key defining features:

• Local-to-Global Connection: by recalling recent local weather events and by linking regional climate trends to the global climate change, the publication makes a far-reaching issue feel immediate and relevant to the local community;
• Accessible Storytelling: by providing mini-glossaries, clear explanations, infographics and practical examples, the editorial project enables non-expert readers to understand complex topics without oversimplifying them;
• Empowerment over Anxiety: by highlighting actionable mitigation and adaptation strategies at both individual and collective levels, the magazine frames climate issues through a constructive lens, aiming to reduce climate-related anxiety and to inspire climate action.

PRODUCTION AND STRATEGIC VALUE

Coordinated by ARPA FVG, the magazine is produced entirely "in-house" through the voluntary contributions of the experts, without dedicated external funding. While the publication is freely available online, limited print editions are produced for policymakers and institutional use.

Beyond its educational role, “Segnali dal Clima in FVG” serves as a vital networking tool. The collaborative drafting process fosters interdisciplinary relationships among experts and generates a localized knowledge base that is instrumental in shaping regional climate policy and resilience strategies.

AVAILABILITY

Segnali dal clima in FVG is available at https://www.arpa.fvg.it/temi/temi/meteo-e-clima/sezioni-principali/cambiamenti-climatici/segnali-dal-clima-in-fvg/

The complete PDF version can be browsed online or downloaded. Additionally, individual thematic sections from each edition and summary materials are available for download. The magazine is also being distributed to schools across Friuli Venezia Giulia through the regional environmental education network.

*THE CLIMA FVG WORKING GROUP

The Clima FVG Working Group brings together the premier scientific and research institutions working on climate change in Friuli Venezia Giulia region: the Universities of Trieste and Udine, CNR-ISMAR, CNR-ISP, ICTP, OGS. The group was formally established in 2022 by the Autonomous Region Friuli Venezia Giulia and is coordinated by the Regional Environmental Protection Agency – ARPA FVG.

How to cite: Flapp, F., Stel, F., Caprotti, E., Tudorov, N., Stefanelli, S., Bacaro, G., Colucci, R. R., Consorti, L., Giorgi, F., Peressotti, A., Raicich, F., and Solidoro, C.: “Signals from the climate in FVG”: a magazine enhancing climate awareness and bridging the gap between science and society at the regional level, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-8024, https://doi.org/10.5194/egusphere-egu26-8024, 2026.

Eddy-covariance (EC) flux towers have collected decades of data on carbon, water, and energy exchanges, helping us understand how ecosystems respond to climate change. However, a gap persists between EC research outputs and how this knowledge reaches societal groups. The Meet the Fluxers podcast addresses this gap by connecting flux scientists with stakeholders and communities in shared ecosystems, making flux science accessible to the general public in a broader, more applied context.

While flux measurements are technically complex, and communication among relevant groups can be fragmented, many researchers are already overcoming these challenges through collaborative practice. The podcast gives voice to these researchers who are co-creating fluxscience with land managers, policymakers, and local communities, building trusted relationships that make science more relevant and actionable. By showing these real examples, the podcast educates listeners, clarifies limitations and demonstrates how collaborative engagement transforms both research and practice, particularly in under-monitored regions and rapidly changing ecosystems facing budgetary pressures.

To better understand the impact of science podcasts, Spotify analytics and transcript extraction were used to analyze audiences across four podcasts (Meet the Fluxers, Unbiased Science, Naturally Florida, and On the Trail of Science). The audiences primarily consist of millennials and are more frequently female, with listening geographies expanding beyond host locations. Engagement is non-linear, reflecting episodic releases. Transcript analysis shows listener interest is influenced by theme, place, narrative, and personal experience. These findings suggest that long-form audio formats can broaden access through repeated, place-based engagement. In addition to improved data products, relational communication formats are essential for maintaining relevance amid rapid environmental change and political uncertainty.

How to cite: Bataille, L., Richardson, J. L., Bassiouni, M., Carnevale, S. A., Milligan, L. B., Steier, J., Breithaupt, J., Wala, Z., Saville, Q. A., Reich, E., Shortt, R., Roman, T. D., Aguilos, M., and Lee, S.-C.: Beyond Data: Connecting People to Sustain the Relevance of Flux Science - Insights from the Meet the Fluxers podcast, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-8179, https://doi.org/10.5194/egusphere-egu26-8179, 2026.

GeoHikes is a place-based geoscience communication initiative designed to connect non-specialist audiences with geoscience through short outdoor experiences supported by accessible digital resources. Developed through partnerships between academics, professional geoscientists, educators, and community organisations, GeoHikes combine self-guided walks with mobile-friendly virtual field trips that highlight geoscience in familiar landscapes, including urban settings and recreational trails. These virtual field trips can be viewed on http://geoscienceinfo.com

Over the past decade, the programme has expanded to nearly 60 virtual field trips across Ontario, reaching diverse audiences through in-person engagement, online platforms, and public events. We reflect on the key challenges and successes of sustaining and scaling a long-term geoscience communication effort, including co-creation with communities, balancing scientific rigour with accessibility, and fostering emotional connection through place and narrative. We discuss lessons learned and identify transferable approaches for effective, community-centred geoscience communication.

How to cite: Peace, A. L., Dick, D., Eyles, C., Papangelakis, E., Maloney, K., Schwarz, D., Kradjian, B., Klassen, V., and Pearson, B.: GeoHikes: Lessons from a long-term, place-based geoscience communication initiative in Ontario, Canada, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-8270, https://doi.org/10.5194/egusphere-egu26-8270, 2026.

Democracies face a dual challenge. On the one hand, democratic institutions are increasingly under pressure from authoritarian, right-wing populist, and extremist actors. On the other hand, socio-ecological transformation in response to climate change requires decisive action, social solidarity, and trust in democratic institutions. These processes are intertwined: ecological crises - particularly extreme weather events - may foster democratic resilience but can also intensify authoritarian backlash, thereby undermining transformation efforts. Given that the entire science enterprise has come under attack, the question is what role should or could academics play to fight the backlash and to resist the onslaught on intellectualism and facts?

As a follow-up from last year’s short course on academic activism, here I am presenting results of a perspective piece that is analysing the current political status quo in the US based on state-of-art of behavioural and social science research. We shed light on the academic response to Trumpism and how the authoritarian onslaught has affected climate science. We provide recommendations as to how one can deal with bad-faith actors and how one can identify them to begin with? How do we change our way to communicate and rise to the challenge? How do we regain ground, get organised and bring about the necessary discomfort? In order to understand the dynamics, we dissect critical factors such as emotions, biases, neurological and psychological disorders. We discuss social shifts from a current and historical perspective. We shed light on the role of the media (legacy as well as social media). And ultimately, we offer solutions for how to communicate more effective and goal-oriented. In a climate as well as societal context.

How to cite: Haustein, K.: Science communication and academic activism in times of rising authoritarianism and Trumpism., EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-8368, https://doi.org/10.5194/egusphere-egu26-8368, 2026.

Scientific thinking requires the critical analysis of information, while science itself thrives on the diversity of ideas. Yet, science, technology, engineering, and math (STEM) subjects have historically struggled to be inclusive and accessible to students from underrepresented communities - meaning we often miss a diversity of voices. Furthermore, STEM subjects have often been rigid in their teaching structure, creating barriers to education for students with more specific (or unrecognised) learning needs.

To address this, our science outreach course Think Like A Scientist was designed to improve critical thinking and encourage independent thought by applying adaptive education practices to create inclusive and accessible classroom environments. The program started in 2017 and has been applied in several different settings (e.g., schools and adult learning centres), but has mainly featured in prisons around the world (including England, Canada, Australia, and Spain).

Our students in prison often have a complex relationship with learning – such as low confidence in themselves or the education system (which is also a common trait amongst STEM university students from diverse communities). In addition, a classroom can present numerous other barriers for prison students (e.g., sensory, communication, information processing, and regulation) which particularly impacts neurodivergent learners (e.g., autism, ADHD, OCD, dyslexia, etc.). In our teaching in prison, we have been conscious of creating different educational access points that are not solely reliant on rigid teaching structures.

In this Katia and Maurice Krafft Award talk, I will outline the choices we have made in prison education to increase educational engagement - and how these choices can map onto other avenues of science communication to widen STEM participation. I’ll also share the impact of such practices on our students and how placing learners at the centre of education can be transformative.  

Fundamentally, as a society we need an informed population of any background who can think critically, especially in today’s world of fake news. In our sessions, we replicate this through learning from each other to Think Like A Scientist.

How to cite: Heron, P. and the Think Like A Scientist team: What we’ve learned from teaching people in prison to Think Like a Scientist , EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-8373, https://doi.org/10.5194/egusphere-egu26-8373, 2026.

Communication and education in the geosciences are key elements for increasing awareness of natural hazards, fostering an integrated understanding of the Earth system, and improving natural resource management. Despite this, several studies highlight a persistent misalignment between the societal importance of geology and the way this discipline is commonly perceived by the public.

This study aims to explore how geological topics are received and interpreted by different audiences, representing an important step for the design of effective educational and outreach actions. The contribution presents preliminary results from a survey conducted within a broader PhD research project, focused on geoscience communication and outreach.

Two paper-based questionnaires, each consisting of 15 multiple-choice questions with four options and a single allowed answer, were developed and administered to a sample of approximately 220 children and 250 adults (including parents and teachers). Participants were involved in educational and outreach activities organized by the Department of Earth Sciences (DST) of Sapienza University of Rome. The survey was conducted in Rome and Central Italy. The adult questionnaire investigated themes related to geological awareness, Earth system processes, natural hazards, climate change, lifestyles, and the use of natural resources. The children’s questionnaire, stratified by school grade, focused on basic geological concepts, including rocks, fossils, minerals, volcanoes, and earthquakes.

Preliminary results, based on an ongoing dataset, are presented separately for the two target groups. Among adults, responses indicate a tendency to interpret geoscientific topics primarily through interpretative frames, related to natural hazard mitigation and sustainability. These perspectives appear to reflect widely shared societal narratives, rather than an integrated understanding of geological processes operating across different spatial and temporal scales. Children’s responses, while often grounded in intuitive or narrative reasoning, show an overall solid understanding of some key concepts, particularly when supported by direct and hands-on experiences. In both samples, understanding of geological topics appears heterogeneous, context-dependent, and influenced by school-based learning and media exposure.

These initial findings highlight the importance of developing educational and outreach strategies that take existing interpretative frames into account and promote integrated, experiential, and territorially contextualized activities. Data collection is ongoing and will be extended to additional contexts and methodological approaches, supporting the progressive refinement of outreach and educational actions within the PhD project.

How to cite: Morgissi, L. and Lustrino, M.: Geoscience awareness in educational and outreach contexts: a preliminary analysis, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-9110, https://doi.org/10.5194/egusphere-egu26-9110, 2026.

Europe's climate is warming faster than any other region of the world. This accelerated  warming has severe consequences for water resources and water extremes. Heatwaves occur more frequently and intensively, and extreme events such  as droughts and heavy rainfall are increasing considerably. For Europe, we expect that an atmospheric temperature increase of 2°C would double economic losses from flooding while economic losses from droughts might  triple. Whereas regions in southern Europe and the Mediterranean already experience frequent droughts, wetter regions such as Germany will experience particularly dramatic changes in hydro-climatic conditions.

Within Germany, challenges for managing water during dry periods are particularly evident in the state of Brandenburg in Eastern Germany. Low annual precipitation and sandy soils with low water storage capacity characterize this region, which is considered both “water-rich and water-poor” for good reasons. Increasing impacts of anthropogenic climate change will likely lead to changing rainfall and evaporation patterns, with consequences for water supply to soils, rivers and groundwater aquifers. We can expect more stress for aquatic ecosystems due to changing river flows, while changing soil moisture and groundwater levels will negatively impact agriculture, forests and terrestrial ecosystems. Furthermore, in the coming decades, large areas of southern Brandenburg will have to compensate for a massive water deficit caused by decades of groundwater pumping in the context of lignite mining.

The Potsdam WaterHub was established as a cross-institutional platform to support and connect water researchers in Potsdam. Potsdam provides an ideal starting point for such an initiative, given its high density of internationally recognized research institutions and long-standing expertise across the water sciences. We will present our strategy to foster interdisciplinary exchange, collaborative research, involvement in BSc/MSc training and innovation to advance understanding of complex water systems and risks. In addition, the WaterHub actively engages with the public, media, policy-makers, and stakeholders from industry and practice, contributing scientific knowledge and dialogue towards sustainable water management and adaptation strategies in a changing world.

How to cite: Mey, J., Bookhagen, B., Haerter, J., Feulner, G., and Wagener, T.: The Potsdam WaterHub - Research, Networking, Training and Outreach, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-9213, https://doi.org/10.5194/egusphere-egu26-9213, 2026.

Volcanic landscapes attract millions of visitors annually, drawn by their unique geodiversity. However, these environments present a dichotomy: they are significant economic resources, but they also pose potential hazards for both residents and tourists. Effective risk mitigation also requires preparedness, integrating hazard awareness directly into the visitor experience. A key challenge lies in designing communication strategies that maintain scientific rigor and inform about active processes without generating unnecessary alarmism. 

This issue is particularly pertinent in Tenerife, which is currently under a volcanic unrest, and hosts 21 volcanic geosites listed in the Spanish National Inventory of Geosites (IELIG, open access https://info.igme.es/ielig/), 12 of which are located within active volcanic areas. Despite these numbers, the representation of volcanic risk in public outreach materials at these sites remains largely unassessed. Consequently, both residents and the over 7 million annual tourists may lack essential knowledge regarding the island’s eruptive potential, associated hazards, and the critical role of scientific monitoring in ensuring their safety.

This study evaluates eight key geosites in Tenerife, selected within the framework of the “Canary Islands: Destination of Volcanoes” project for their relevance to active volcanism. We conducted an evaluation of available outreach materials (including in-situ signage, printed brochures, and official web portals) based on three core criteria: i) the scientific accuracy and currency of the data presented; ii) the thematic scope (e.g., geological formation, environmental values, active volcanic processes, etc); and iii) the presence of specific information regarding volcanic hazards and risk management (preparedness, monitoring, and emergency protocols).

Beyond assessment, we aim to bridge the identified gaps by integrating risk communication strategies directly into the project’s outreach materials. This entails updating existing materials and embedding volcanic hazard modules into the project's newly developed materials and training courses for nature guides. By ensuring a balanced narrative that educates without inciting alarm, we propose a model of resilient geotourism where risk preparedness is intrinsic to the visitor experience, thereby enhancing general knowledge of active volcanic processes among both residents and tourists.

Sub-Project 1 ‘Canary Islands, destiny of Volcanoes’ (led by IGME-CSIC) is funded by PROMOTUR SA through Next Generation EU funds, PRTR. 2024krQ00nnn, carried out within the framework of the agreement between Promotur Turismo Canarias, S.A. and the CSIC, Univ. of La Laguna, Fundación Canaria General of the Univ. of La Laguna, and Univ. of Las Palmas de Gran Canaria.

How to cite: Dorado, O., Siqueira, T., Vegas, J., Galindo, I., Sanz-Mangas, D., Sáez-Gabarrón, L., Marrero, R., Burgos, V., Domínguez-Cerdeña, I., López Díaz, R., and Romero, C.: From Landscape to Geohazard: Assessing volcanic hazard communication in Tenerife geosites., EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-9675, https://doi.org/10.5194/egusphere-egu26-9675, 2026.

How to cite: Munerol, F., Polo, L., cremonese, E., Leone, M., Blandini, G., Galvagno, M., Guarnieri, C., Koliopoulos, S., Lodigiani, M., Nicora, M., Benati, A., Sapone, F., Pogliotti, P., Filippa, G., Grosso, F., Favre, S., Avanzi, F., and Andreaggi, M.: The “Next-Gen COP” as a tool for communicating climate change and catalyze solutions from high school students, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-10122, https://doi.org/10.5194/egusphere-egu26-10122, 2026.

The Italian Citizen Science Observatory, established in 2016, seeks to encourage public involvement in science by turning citizens into active contributors to scientific research. Its objective is to implement Citizen Science to strengthen collaboration between researchers and civil society, building an increasingly close relationship between science and the wider community. The Observatory focuses on monitoring and safeguarding the health of freshwater ecosystems—such as rivers, lakes, streams and wetlands—on which everyone relies, as well as the surrounding riparian areas. One of the pillars of the Observatory's mission is education, with a strong focus on schools as key environments for the development of scientific literacy, environmental awareness, and active citizenship. Schools are recognized not only as places of learning, but also as catalysts for cultural change, capable of amplifying Citizen Science practices within families and local communities. Through practical monitoring and inquiry-based learning activities, students become active observers of their local freshwater ecosystems and ambassadors for sustainable behavior.

The Observatory actively promotes peer education approaches, encouraging the exchange of knowledge between students, teachers, citizens, and researchers. This horizontal learning model improves engagement, empowers young people as science communicators, and strengthens intergenerational dialogue on environmental protection.

A recent accomplishment of the Observatory is the development of the RiVE (Riparian Vegetation) methodology as a Citizen Science tool for monitoring riparian zones. RiVE assesses riparian zone ecological health by the engagement of local communities in tracking plant diversity and ecosystem functions. This approach highlights the importance of these biodiversity-rich corridors for river health and management, often contrasting with fixed-width buffer approaches. The Observatory serves as the first Italian hub of the Earthwatch FreshWater Watch program, defining and sharing best practices for data collection and creating new tools whenever required. It also runs pilot initiatives in protected areas and works more broadly with local environmental bodies and associations.

We here present the activities undertaken at the Observatory, from building Citizen Science initiatives and communities to training both citizens, schoolteachers, school children and students, policy makers and researchers, encouraging the active engagement of all society actors in scientific endeavours and aquatic ecosystems management and protection.

At EGU we hope to spark new collaboration opportunities and expand the Observatory network to foster the co-creation and management of Citizen Science projects across Europe and beyond.

https://www.osservatoriocitizenscience.org/home/

How to cite: Galgani, L., Gumiero, B., Di Grazia, F., Cossu, M., and Loiselle, S. A.: The Italian Citizen Science Observatory: a growing association open to collaboration to foster public participation and education in water research Europe-wide, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-10123, https://doi.org/10.5194/egusphere-egu26-10123, 2026.

Scientific conversations that once took place on Twitter have scattered to other platforms, such as LinkedIn and Bluesky. Like Twitter, these services operate as walled gardens, limiting access for unregistered users. Furthermore, identity verification and public recognition have become paid services that lack reliability and oversight.

Thanks to a W3C-standardized protocol called ActivityPub, the same one behind Mastodon, open and distributed social feeds, where users from different servers can read and interact, are already available. Using open protocols is the best way to enable scientific communication that both peers and the general public can trust.

The Open Science Network (https://openscience.network/) is designing and deploying a software for federated scientific communication. The app uses Bonfire's open-source framework and the ActivityPub protocol as a backbone. The goal is to create federated digital spaces in which researchers and institutions have complete control over their data, including their conversations and networks. Universities can host their own instances while being interconnected with a global network of scientific communities. Discussions can become citable, FAIR objects with DOIs. Publications are enriched with metadata and collaborative tools.

The Open Science Network is co-designed with researchers, scientific communities, and open science advocates who understand that scientific communication tools shape science itself. Platforms that prioritize engagement over accuracy cannot facilitate reliable scientific communication. The software provides ORCID authentication and Zenodo repository archiving for social posts. Planned features include custom peer review, multiple trust signal workflows, semantic data linking, a framework for experimenting with new forms of scientific communication, proper and verified attribution, federated groups, knowledge management and curation tools, long-term preservation, and space for inventing features not included in this list.

How to cite: Saturno, J., Minutillo, I., de Borniol, M., Boudes, P., Fressengeas, N., and Hahn, U.: Open Science Network: Distributed social infrastructure for open scientific discussion, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-10224, https://doi.org/10.5194/egusphere-egu26-10224, 2026.

Science communication is often framed as a unidirectional transfer of knowledge from scientists to society. For early career researchers (ECRs), however, it also plays a crucial role in building community, fostering belonging, and co-creating knowledge across disciplines, cultures, and career stages. The Association of Polar Early Career Scientists (APECS) offers a case study on how science communication can function as a long-term, community-driven ecosystem rather than a series of one-off outreach activities.

APECS is a global, ECR-led organization supporting early career researchers working in polar and cryosphere science, founded in 2007 following the momentum and international collaboration fostered by the Fourth International Polar Year (IPY-4). Although not always labelled explicitly as “science communication”, many of APECS’ core activities involve communicating science and co-creation of scientific knowledge within ECR communities and beyond. The activities include engagement with policymakers, Indigenous Peoples’ organizations, local communities, educators, and the wider public. Through programmes, workshops, leadership development, and community-led initiatives, APECS supports ECRs in developing skills in outreach, public engagement, inclusive communication, and collaborative knowledge production, contributing to long-term capacity building within polar and cryosphere research communities.

This contribution reflects on APECS’ science communication practices through three key questions. First, how can science communication spark joy and foster emotional connection? APECS emphasizes storytelling, peer mentoring, and shared experiences, from informal networking spaces to collaborative events, that humanize polar science by helping ECRs connect emotionally with their research and with peers. These approaches are particularly important in polar research, where geographic isolation, logistical barriers, and short-term contracts can limit a sense of community.

Second, how can co-creation be meaningfully embedded within scientific communities? APECS operates through bottom-up leadership, with initiatives proposed, led, and shaped by ECRs themselves. This structure enables co-creation across disciplines, cultures, and regions, and fosters dialogue between natural scientists, social scientists, and knowledge holders from diverse backgrounds.

Finally, how can the impacts of science communication be assessed over time? Rather than focusing solely on short-term metrics, APECS reflects on longer-term indicators such as sustained engagement, leadership development, capacity building, career trajectories, and continued participation in interdisciplinary and societal dialogues, dimensions that are often overlooked in traditional evaluations of science communication.

By reflecting on both successes and challenges, this contribution highlights lessons learned from long-term ECR engagement and offers insights for designing inclusive, community-based science communication initiatives that strengthen both scientific practice and its relationship with society.

How to cite: Vural, D., Guzzi, A., Deyko, A., Kad, P., Dupont, S., Guimaro, H., and Kopf, S. M. K. H.: From Network to Ecosystem: Reflecting on Early Career–Led Science Communication through APECS, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-10625, https://doi.org/10.5194/egusphere-egu26-10625, 2026.

Short videos, which provide concise, clearly articulated, and engaging content on a wide variety of topics are among the most prominent formats on platforms such as YouTube, Instagram, Facebook, LinkedIn, and TikTok. The short video format is particularly well suited to the dissemination of scientific knowledge and research findings to non-specialist audiences, offering researchers a valuable means of broad societal engagement.

The University of Helsinki Faculty of Science trains and motivates researchers to adopt and apply the short-video format for science communication by offering the How to Make a Science Video course, jointly by the journalism program at Haaga-Helia University of Applied Sciences. The course, offered annually, is led by experienced science video producers and journalism professionals. Participants work in mixed teams comprising researchers at different career stages from master’s students to professors—together with journalism students from Haaga-Helia. The course covers, among other topics:

• Developing an initial idea into an engaging video
• Popularizing scientific concepts
• Creating effective educational videos
• Writing persuasive scripts
• Speaking and performing on camera
• Shooting and editing high-quality videos using only a smartphone
• Selecting appropriate channels and strategies for publication

Each team produces a science video of up to two minutes duration, which is published at the conclusion of the course on the YouTube channels of both institutions.

As part of the course in 2024, we set out to make an educational video about ancient volcanism in southern Finland.  Around 1.9 billion years ago, there was a volcanic island arc in southern Finland and outcrops of these rocks can be found in, for example, the Helsinki region. We filmed in some of these locations, interviewed a local expert and author of a book on this topic, and included an animation made by a close collaborator on how the volcanic rocks formed in our 2-minute video. Our final Youtube video and the process of making it are here used as an example of all the methods and skills we learned on the How to make a science viodeo course.

How to cite: Säilä-Corfe, L., Sartell, A., and Siltanen, S.: Communicating geoscience on social media: Harnessing the short video format, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-10850, https://doi.org/10.5194/egusphere-egu26-10850, 2026.

Climate change is placing increasing pressure on global food systems that are vital to human survival. Understanding the interconnections between food (including seeds), agriculture, and climate is crucial for building resilient and sustainable futures. However, science communicators often struggle to translate complex food–climate concepts for non-specialist audiences. Effective engagement thus requires messages that are accurate, relatable, and connected to daily life.

Drawing on collaborative outreach programmes and public lecture series on food and climate, this contribution illustrates how interactive formats, such as climate-friendly cooking workshops, field visits, and seed-focused learning, to deepen understanding, stimulate curiosity, and foster critical thinking. These initiatives bridge disciplinary silos while engaging diverse audiences, including students, educators, and members of the public. Through enhanced dialogue, reflection, and experimentation, they demonstrate how science communication empowers individuals to make informed food choices, advancing both science literacy and community action towards sustainable food systems.

How to cite: Mok, H.: Communicating Food and Climate: The Role of Science Communication for Engagement  , EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-11213, https://doi.org/10.5194/egusphere-egu26-11213, 2026.

Effective science communication is essential for building trust between researchers and society, particularly in regions where environmental change is rapid and directly affects local communities. In Greenland, the National Research Strategy emphasises inclusive, community-centred research and the active involvement of Greenlanders in scientific processes. Within this context, the Kalaallit Nunaat Caves and Climate Outreach Project (KINDLE) was developed as a science communication initiative linked to the Greenland Caves Project, which investigates palaeoclimate, cave systems, and geological processes in northern Greenland.

KINDLE was designed to explore ways of strengthening connections between research and society by working with Greenlandic communities to share scientific work in accessible formats, support locally grounded engagement with cave environments, and encourage long-term participation in cave exploration and research. The project employed a range of communication approaches in multiple languages, including an interactive exhibition, micro-documentaries, hands-on workshops for children, public presentations with open Q&A sessions, and practical caving skills workshops for adults. These activities were hosted during a one-month residency at the ILLU Science & Art Hub in Ilulissat, part of the Climate Narratives initiative, which promotes climate communication through diverse forms of storytelling.

Based on the experiences from the residency, we reflect on lessons that may be informative for other Earth science contexts, including the value of storytelling that emphasizes how science is done over specific results, the importance of local partnerships and trusted venues, and the need to approach science communication as an evolving, collaborative practice. The project illustrates how science communication can move beyond dissemination toward participation, with the long-term aim of enabling local communities to engage with, contribute to, and potentially lead future research and exploration initiatives.

How to cite: Anders (neè Friedrich), L. K., Moseley, G. E., Petersen, O., Kaspersen, K., and Nisancioglu, K. H.: Science communication in Greenland: Experiences from the Kalaallit Nunaat Caves and Climate Outreach Project (KINDLE), EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-11214, https://doi.org/10.5194/egusphere-egu26-11214, 2026.

Geological maps are fundamental tools in geoscientific research and play a critical role in land-use planning, risk assessment and resource management. However, their complexity, interdisciplinary nature and dense data content often make them difficult to interpret for non-specialist audiences. Consequently, their potential as tools for science communication remains largely untapped.

To foster greater public involvement in Earth sciences and to increase awareness of the influence of geology on everyday life, and drawing inspiration from the 2022 educational geological map of the Paris region produced by the French Geological Survey (BRGM) in the series of geological maps for educational purposes (https://www.brgm.fr/en/news/news/three-new-geological-maps-educational-purposes), we developed a prototype simplified geological map derived from the Geological Map of Sheet 374 – Rome (CARG Project, Geological Survey of Italy).

The simplified geological map of Rome is designed to reach a broad and diverse audience, from young students to tourists, citizens, policymakers and stakeholders, encompassing a wide range of ages, languages, educational backgrounds and abilities. To achieve this, the product combines scientific accuracy with visual engagement, presenting content in at least two languages (Italian and English), with simple explanations for beginners and additional information for those wishing to explore the topic in more depth.

Special attention was given to the design: map colours were chosen to be colour-blind friendly, and a freely available font was adopted to mitigate common symptoms of dyslexia (https://opendyslexic.org/). Efforts are ongoing to develop a version accessible to visually impaired users.

The prototype is flexible and replicable, capable of being adapted to other regions and geological contexts. It integrates a simplified geological map, a geological cross-section, a geological timescale and an intuitive, visually appealing, legend, providing a clear representation of the relationships among geological structures, georesources and geo-hazards in a highly urbanized environment.

This project represents a science communication experiment aimed at translating authoritative, technically oriented geological maps into simplified, visually engaging products that maintain scientific rigor while enhancing accessibility, understanding and public engagement with Earth sciences.

How to cite: Radeff, G., Falcetti, S., Maceroni, D., Petricca, P., Simonetti, M., Urbani, S., and D'Ambrogi, C.: Geology for All: Engaging the Public with a Simplified and Accessible Geological  Map of Rome, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-11554, https://doi.org/10.5194/egusphere-egu26-11554, 2026.

Science communication is not only about conveying scientific findings, but also about fostering dialogue, understanding, and engagement among non-specialist audiences. In the context of climate change, narratives emphasizing catastrophic outcomes and individual responsibility can unintentionally foster fear, anxiety, and disengagement, particularly among younger audiences. Such fear-based communication may contribute to forms of inactivism, in which concern does not translate into action but instead leads to emotional paralysis. Communicating “efficiently” therefore means avoiding both denialism and doomism, as well as individualism, while preserving scientific accuracy and urgency.

In recent years, public trust in science has been questioned in many countries, influenced by political polarization, the spread of misinformation, skepticism toward scientific credibility, and contested roles of scientists in public decision-making.  In this context, scientists have a social responsibility not only to convey accurate information but also to frame the scientific message in ways that empower understanding and collective responses.

In this contribution, we reflect on climate communication strategies that move beyond frontal, passive teaching toward active and participatory engagement. Relying on outreach activities in secondary schools, we present results from questionnaires delivered before and after climate science lessons, with a specific focus on changes in students’ emotional responses and perceptions. The findings indicate that participatory approaches, such as interactive discussions, problem-solving simulations, and solution-oriented framing, can reduce anxiety and inactivism, while strengthening understanding, motivation to take action, and trust in scientific knowledge.

We argue that communicating climate change without catastrophism but emphasizing achievable pathways for action is not a dilution of problem urgency, but a necessary step toward enabling rational and hopeful societal responses to global challenges, particularly among younger generations, and in times of converging crises.

How to cite: Galvagno, M., Guarnieri, C., Koliopoulos, S., Pogliotti, P., Filippa, G., Grosso, F., Lozito, N., Munerol, F., Favre, S., Cremonese, E., Benati, A., Gottardelli, S., Sapone, F., and Avanzi, F.: Engaging young audiences in climate change: moving beyond fear through active science communication, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-12132, https://doi.org/10.5194/egusphere-egu26-12132, 2026.

Small sensor technologies are rapidly expanding access to atmospheric observations, offering new opportunities to complement regulatory air-quality monitoring and to address persistent data gaps. However, the benefits of these technologies are unevenly distributed, and their effective use is constrained by variability in data quality, limited transparency in data processing, and unequal access to technical capacity and guidance. These challenges are particularly acute in low- and middle-income regions, where monitoring infrastructure and institutional resources remain limited.

The “Allin-Wayra: Small Sensors for Atmospheric Science“ (https://igacproject.org/activities/allin-wayra-small-sensors-atmospheric-science) initiative was established within the International Global Atmospheric Chemistry (IGAC) Project to build a global, inclusive community of practice around responsible sensor use, with a strong focus on equity, capacity building, and transparency. Core activities include community workshops, an international webinar series, conference sessions,  the co-development of open-access repositories and guidance resources, and targeted efforts to improve accessibility and dissemination. 

This presentation reflects on early lessons learned from launching and coordinating a distributed global community, highlighting strategies for inclusive engagement, cross-regional and cross-disciplinary co-creation and mechanisms to sustain participation beyond individual projects, while gaining insights from other sensor communities of practice. We discuss practical challenges in balancing scientific rigor with accessibility, fostering trust in emerging technologies, whilst encouraging cross-sectoral collaboration (policy, business, non-profit and scientists). By sharing these experiences, we aim to identify how community-driven governance can co-create more equitable and impactful environmental research practice and decision-making.

How to cite: Diez, S., Cowell, N., Ezani, E., Chacón-Mateos, M., Boso, À., Hizon, J. R., and Fosu-Amankwah, K.: Allin-Wayra: advancing equitable and transparent use of small sensors through a global community of practice, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-12150, https://doi.org/10.5194/egusphere-egu26-12150, 2026.

Effective communication of extreme weather events (EWEs) requires understanding how audiences access, evaluate, and respond to information, which is critical for improving science communication strategies on climate-related risks. To examine these processes among young adults, we conducted a structured survey administered to undergraduate students at two Spanish universities (Rey Juan Carlos University and Autonomous University of Madrid). The survey, disseminated online during regular teaching periods, used voluntary participation and collected 746 responses across diverse academic programmes. It comprised multiple-choice and Likert-scale items covering interest in specific EWEs (e.g., intense rainfall, heatwaves, floods), primary modes of information access (intentional search, incidental exposure, or balanced patterns), verification behaviours, perceived prevalence of fake news in both searched and unsolicited content, trust in ten different media channels, and self-assessed ability to detect misinformation. Differences were assessed using descriptive statistics and comparative analysis.

Age-tercile analysis using quantile cuts (18; 18–20; >20) shows stable but informative gradients. Verification frequency (1–5) rises slightly with age (2.99 → 2.96 → 3.05), while event-specific interest (1–4) remains high and broadly flat (3.13 → 3.11 → 3.16). Trust in social platforms increases marginally (1.92 → 2.07 → 2.08), whereas trust in traditional outlets and science-oriented sources stays comparatively stable (traditional 3.28–3.37–3.35; science 4.04–4.09–4.08). Self-reported ability to detect misinformation (1–7) shows a small step-down across terciles (4.79 → 4.71 → 4.66). For access patterns, the share of balanced access (search + incidental) is higher from the middle tercile onward (52.9% → 61.4% → 58.6%), with a corresponding reduction in purely incidental exposure (43.6% → 36.0% → 38.7%), while intentional search only remains low (3.6% → 2.6% → 2.7%). Consistently across terciles, students perceive more fake news in incidental flows than in self-searched content (+1.11, +1.00, +1.18).

Comparing academic disciplines (science vs. communication) reveals clear structural contrasts. Students in scientific programs report higher general interest in EWEs (3.56 vs 3.24) and slightly greater event-specific interest (3.17 vs 3.09), alongside marginally lower verification frequency (2.98 vs 3.03). Self-reported ability to detect misinformation also trends higher in science (≈4.80 vs 4.62). Trust architectures differ markedly: communication students show stronger confidence in traditional media (3.57 vs 3.15), while science lean toward science-oriented sources (4.11 vs 4.00). Trust in social platforms remains low across both groups, though slightly higher in communication (2.05 vs 1.99). These patterns underscore the need for differentiated strategies: technical and data-rich content for science students, and journalistic narrative formats for communication, complemented by platform-specific adaptations to maintain credibility and engagement.

These findings suggest practical actions to improve communication: ensure multi-platform dissemination with consistent core messages; highlight transparent sourcing and authoritative voices; adapt formats by age (visual checklists for younger students, data-rich dashboards for older ones); and tailor content to disciplinary expectations (technical and quantitative for science, journalistic narrative for communication). Aligning formats and channels with audience information habits can enhance comprehension, reduce misinformation, and support informed decision-making during EWEs.

How to cite: Izquierdo, T., Catalina-García, B., Sánchez-García, C., García-Galera, M. C., and Abad, M.: Access, verification, and trust in extreme weather events communication: age and discipline matter, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-12383, https://doi.org/10.5194/egusphere-egu26-12383, 2026.

Communicating scientific advances and their impacts on society in an accessible manner is an inherent requirement of those engaged with science. Sensitising the public on climate change topics typically relies on rational discourse and the sharing of factual details. However, our first response to novelty, especially in stressful environments is usually emotional and with increasing political polarization, the individual’s priming, environment and beliefs heighten this response to the point of confrontation, avoidance and even denial. One way to potentially mitigate existing negative emotional biases is to approach the topic using a positive emotional experience that is widely shared regardless of identity, such as consuming food and drink.

Our project supported by an EGU public engagement grant consisted of small tasting events using locally produced and relevant food and drink items, which could be used as an example of how climate change is or will affect their production and consumption. Events can take on different formats depending on the situation and available resources, as well as allowing a wide range of consumables that can be adapted to the local community and values. Here we provide a brief overview of our activities and outline some implementation aids to support other groups or individuals interested in organizing their own events.

How to cite: Valach, A., Jurt, C., and Boillat, S.: Community outreach using positive sensory experiences: A taste of climate change, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-12641, https://doi.org/10.5194/egusphere-egu26-12641, 2026.

Climate change poses a scientifically highly complex issue due to being a process of global change with considerably different outcomes for different regions, underpinned by scientific uncertainty. The inherent nature of the ongoing climate change is dynamic and oftentimes non-linear, bearing the risk of increasing the likelihood (and exacerbating the intensity) of extreme weather events. Hence, the issue not only asks for climate research to be translated prior to being addressed towards audiences with few or no prior scientifical knowledge of the field, but for the climate knowledge also to be communicated in a precise, reliable and continuously updated – while comprehensible – manner.

ClimXtreme is a nationwide interdisciplinary project funded by the German Federal Ministry of Research, Technology and Space (BMFTR) and focusing on the improvement of the scientific understanding of extreme weather events in a changing climate as well as the transdisciplinary interaction with practice stakeholders.

As part of the research network of ClimXtreme II (2023-2026), the German Meteorological Service (Deutscher Wetterdienst, DWD) has designed and launched a communication tool in form of a knowledge base. Its aim is to compile, synthesise and communicate the research goals and results of the 25 subprojects from various disciplines towards different target groups (general public, practitioners, administrations, politics and the private sector). Thus, the knowledge base seeks to facilitate the dialogue between climate research and society and provide a tool for scientifically informed decision-making processes.

Furthermore, one main focus is illustrating the transdisciplinary interactions which have already been established within the project. In this regard, the platform serves as an example case for inter- and transdisciplinary demand-oriented communication and is hereby tackling challenges in climate change communication.

How to cite: Fischer-Frenzel, P., Wagner-Jacht, M., Grieger, J., Lorenz, P., and Kreienkamp, F.: Climate change communication from an inter- and transdisciplinary perspective – an example from ClimXtreme, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-12649, https://doi.org/10.5194/egusphere-egu26-12649, 2026.

Indoor air quality is key due to the amount of time people spend indoors (approximately 80–90 % of their lives). However, understanding how time and activity dependent sources, as well as built environment characteristics, influence pollutant emissions and distributions remains very limited. Addressing these challenges, InAPI — an Indoor Air Pollution Inventory tool — has been developed using data synthesised from a comprehensive review of UK indoor air pollution research (Mazzeo et al., 2025; doi.org/10.5194/egusphere-2025-783). For the development of the InAPI tool, we have categorised existing literature by pollutant types, indoor environments, and activities, identifying significant knowledge gaps and offering an open-access database of typical pollutant concentrations and emission rates (Mazzeo et al., 2025; doi.org/10.1039/D4EA00121D). InAPI leverages this database to enable users to visualise indoor pollutant levels and emission characteristics across varied indoor settings. InAPI consolidates this evidence into a practical and easy-to-use tool which facilitates standardisation of IAQ measurement protocols and the creation of activity-based indoor emission inventories. By providing a robust platform for understanding indoor air pollutant dynamics, InAPI represents a significant step forward in advancing IAQ research given the transferability of the approach, supporting efforts to mitigate indoor air pollution with potential to inform policy initiatives. A key challenge to overcome is how to make this tool attractive and usable for non-experts and to ensure that the information is presented in a way that it can and will be used by policy makers and practitioners.

How to cite: Pfrang, C., Mazzeo, A., and Nazar, Z.: Developing an Indoor Air Pollution Inventory Tool to Visualise Activity-based Indoor Concentrations of Pollutants and Their Emission Rates for the Wider Community., EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-12812, https://doi.org/10.5194/egusphere-egu26-12812, 2026.

Air pollution poses a major public health risk, contributing to approximately 4.7 million premature deaths each year, the majority of which occur in low and middle-income countries. Effective public communication of air quality data is essential to drive policy action and address health inequalities, yet translating complex environmental data into an accessible format is always challenging.

This contribution presents findings from the Air Quality Stripes project (https://airqualitystripes.info/, Pringle KJ. et al, Geoscience Communication, 2025), which aims to raise public awareness and understanding of outdoor air pollution by visualising historical changes in fine particulate matter (PM₂.₅) in major global cities from 1850 to 2022*  in a clear and engaging manner. Inspired by the widely recognised Warming Stripes (https://showyourstripes.info/) images, the Air Quality Stripes project combined data from satellite observations and model simulations to create a continuous historical PM₂.₅ dataset, which was then displayed as a series of vertical stripes. 

The resulting visualisations reveal divergent pollution trends: there have been substantial improvements in air quality in many cities in Europe and North America, contrasted by persistently high or worsening pollution in parts of Asia, Africa, and South America. 

The project received significant public and media attention, including coverage in major national newspapers and broadcast media, demonstrating a strong appetite for accessible representations of air pollution data. They have also been used by a major philanthropic funder which funds observational networks to highlight gaps in global air quality data, especially in developing nations. In addition, major advocacy groups such as the C40 cities program are also using the images in their visualisation toolkit as part of their campaign for transparent air quality data to improve public health and policy.

What lessons have been learned?

Beyond describing the Air Quality Stripes visualisations, this contribution reflects on broader lessons for environmental data communication, drawing on audience engagement, media uptake, and practitioner feedback including:

• Collaboration with visual experts. The colour palette was developed with a design expert, drawing on imagery of air pollution to create a tangible link between colour and pollution.
• Informal feedback and review. Iterative feedback from colleagues, friends, and family helped improve the images; for example, early versions showed concentrations only, and feedback led us to add indicative labels (e.g. “good”, “poor”) to provide health-related context.
• City-specific focus. We chose to present images from individual cities as regional averaging would blur historical trends, but this city focus was popular with viewers as it allowed the viewer to connect with the information on a more tangible and often personal level.
• Selected annotations. Narrative annotations on a subset of images made the data more relatable, providing context and highlighting significant points. They also helped viewers better understand the overall structure of the images.

Lessons from the Air Quality Stripes project apply broadly to science communication, highlighting the value of interdisciplinary collaboration, iterative engagement with non-experts, and careful use of colour, context, and narrative. These insights extend beyond the project to inform environmental data visualisation and public communication more widely.

How to cite: McQuaid, J., Pringle, K., Reddington, C., Turnock, S., Rigby, R., Shayakhmetova, M., Illingworth, M., Barclay, D., Chue Hong, N., Hawkins, E., Hamilton, D., and Brain, E.: Visualising historical changes in air pollution with the Air Quality Stripes, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-12903, https://doi.org/10.5194/egusphere-egu26-12903, 2026.

From professional radiosonde data to information from a backyard rain gauge, observation is key to understanding extreme weather and our local environment. Resilient Earth, Resilient Communities, a traveling exhibit collaboratively designed by the Center of Excellence for Education, Engagement & Early-Career Development (EdEC) at the U.S. National Science Foundation National Center for Atmospheric Research (NSF NCAR) and the University Corporation for Atmospheric Research’s Center for Science Education (UCAR SciEd), explores how we use this foundational concept of observation to gather information on extreme weather patterns and subsequent impacts on local environments in order to build more resilient communities. Since 2019, the exhibit has traveled to 19 locations across the United States, including public libraries, cultural centers, and universities. With each host, we co-design one exhibit display of content to contextualize the exhibit within specific extreme weather events experienced by the host community and adaptation strategies being employed by community members. In 2025, the exhibit team collaborated with hosts across Alaska to bring the exhibit to five different locations. Additionally, we partnered with a private company to bring a smaller version of the exhibit to passengers on an expedition cruise ship traveling throughout coastal Alaska. In this presentation, we address our co-design process for collaborating with and engaging communities and the private sector. We will also discuss results from a recent evaluation of the effectiveness of the exhibit in sparking dialog and creating emotional connections to the content, as well as provide actionable insights to designing a traveling exhibit.

How to cite: Zietlow, D. W., Haacker, R., Hatheway, B., Montaño, P., McCauley-Hartner, A., Portier, E., Smelter, J., Snode-Brenneman, E., and Stevermer, A.: Sharing science on the road: Bringing a traveling exhibit on extreme weather and community resilience to Alaska through community and private sector partnerships, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-13519, https://doi.org/10.5194/egusphere-egu26-13519, 2026.

Rainfall is a familiar phenomenon for most people and is often perceived as a constraint. Yet, it usually receives little attention, as daily activities take priority. As rainfall and hydrology scientists, we seek to engage the general public and improve understanding in a field that is often affected by misinformation. More broadly, our goal is to stimulate curiosity and awareness of the surrounding geophysical environment.

To contribute to this effort, we designed and implemented a series of multisensory experiences centered on rainfall, guided by three main objectives: (i) to actively engage people with geoscience topics by encouraging them to observe their environment; (ii) to offer a simple and enjoyable moment that allows them to focus on geophysical phenomena; and (iii) to provide new knowledge about rainfall. Regarding this last objective, sensory involvement is a powerful tool for enhancing learning and memory.

We proposed three simple experiences that require no material other than rainfall itself and an open mind, and that conveys clear take-home messages. The three experiences are: feeling raindrops and their sizes on the hand or face while walking; listening to rain falling on different surfaces (such as a tent, umbrella, or metal sheet); and observing rainfall near a lamppost at night. The first highlights the variability of drop sizes, the second illustrates the temporal variability of rainfall, and the third reveals the combined temporal variability of rainfall and wind. Participants are invited to read short instructions before, and to fill out an open-ended form to report their sensations and observations.

The feedback collected for more than 60 experiences carried out in more than 5 different countries will be presented. Disparities of feeling between the three experiences will be presented.

How to cite: Gires, A. and Dallan, E.: Enhancing awareness of the geophysical environment through a multisensory rainfall experience, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-14749, https://doi.org/10.5194/egusphere-egu26-14749, 2026.

The presentation will introduce a brochure (see reference below) that was prepared by the Earth Science Panel of the European Space Science Committee, which describes twelve groundbreaking science examples enabled by Earth observation satellites, representing the four main thematic domains of Earth sciences, namely: atmosphere, polar regions, ocean, and land. The different examples highlight the value across the Earth sciences of Earth Observation satellite missions, how they have resulted in transformative scientific breakthroughs, and their value to society and human endeavour.

Taking note that ESA is already very active in the communications of EO results, https://www.esa.int/Applications/Observing_the_Earth, the aim it to produce a simple and easy to understand document that can convincingly demonstrate the huge science and societal benefits brought by ESA EO satellites. The document provides 12 examples clearly identifying the discoveries enabled by EO satellites.  Most examples are based on ESA missions (ERS-1, ERS-2, ENVISAT, Earth Explorers) and European Commission Copernicus programme (Sentinels), but other sources of data from European national missions and NASA are used.

The approach for the preparation of this document was driven by an ambition to translate the details and results of landmark scientific breakthroughs to a policy-oriented audience through the employment of concise, clear, and approachable language. To further aid in understanding, the text was accompanied by impactful and sharp graphics generated in collaboration between the scientists, communication experts, and professional graphic designers.

The presentation will describe how the document was conceived, the selection process to arrive at the 12 examples, and the satellite data used. Special attention will be also given on the process to convert scientific results published from highly ranked journals to easily understandable text and graphics which make the core of the document. Lessons learned on the process will be reported and some of the examples of the brochure will be detailed in the presentation.

This new perspective could act as a template for future promotion of space agency scientific excellence and value.

Reference:

Borgeaud, M., Bamber, J., Cazenave, A., Hegglin, M., Kerr, Y., Marcos, M., Massari, C., Tamminen, J., Rapley, C., L’Haridon, J. and Allison, C., Earth Observation Groundbreaking Science Discoveries, ESA publication, 2025, https://doi.org/10.5270/ESSC-ESA-EO-Groundbreaking-Science-2025, available for download at https://www.essc.esf.org/2025/01/21/news-eo-brochure/.

How to cite: Borgeaud, M., Bamber, J., Cazenave, A., Kerr, Y., Hegglin, M., Marcos, M., Massari, C., Tamminen, J., Rapley, C., L'Haridon, J., and Allison, C.: Groundbreaking Science Discoveries and Successes enabled by ESA Earth Observation Satellites, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-14937, https://doi.org/10.5194/egusphere-egu26-14937, 2026.

Since 2015, the Integrated GroundWater Modeling Center has engaged diverse audiences in water and climate science through community education and outreach programs including STEM fairs, university courses, teacher workshops, and week-long camps for high school students. Across these varied contexts, science communication has served as a consistent throughline, informing both how participants learn scientific content and how they share it with others.

Over this period of engagement, participant groups took part in parallel learning of hydrology-focused scientific content and science communication principles, applying both to the creation of communication products, and synthesizing new knowledge and tools to engage effectively with peers and public audiences. Participants across this collection of programs created a wide range of science communication products, including hands-on activities, videos, games, audio products, and digital tools. Together, these methods and outcomes supported participants in communicating complex water and climate topics in accessible and meaningful ways.

This presentation will highlight educational approaches refined over a decade of programming, reaching over 10,000 in-person participants and a similarly sized audience through digital tools and lessons. Evaluation metrics collected across program iterations indicate consistent gains in self-reported knowledge and suggest positive participant experiences. It will also share core elements of the instructional framework and key lessons learned from a decade of communication and outreach, including observed impacts and practical insights for designing hands-on science communication experiences. By providing structured opportunities to both learn and practice science communication, these programs support participants in understanding how scientific knowledge is developed and communicated, with the broader goal of building trust in scientists and the scientific process.

How to cite: Gallagher, L., Pinchinat, J., Soriano, M., and Maxwell, R.: Learning, creating, and sharing: A science communication framework for water and climate education, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-15455, https://doi.org/10.5194/egusphere-egu26-15455, 2026.

Recent advancements in AI technology have paved the way for the creation of sophisticated, educational avatars. These avatars are human-like in their interactions; they can listen to spoken input, generate appropriate responses, and communicate their answers through synthetic speech.  While AI-generated avatars are becoming more common for a variety of purposes in commercial sectors, they are rarely used in scientific fields. 

This technology represents a unique opportunity to reduce some of the roadblocks which can prevent students from pursing climate science as a career.  1) Many students, especially those from smaller communities, have never personally met a scientist, 2) they do not perceive climate science as a viable career path, and 3) students may not have been exposed to scientists who come from similar cultural backgrounds as themselves.  This project helps to address these challenges by bringing climate scientists directly into schools and communities, allowing students to have one-on-one conversations with scientists who can answer their questions and talk about science-related careers. AI avatars also enable students to engage with climate scientists who reflect their own appearances and cultural backgrounds, fostering a sense of relatability and inclusion.

Our team is creating AI-driven Virtual Climate Scientists who are trained to interact in real-time with both students and the general public.  These AI avatars are able to answer questions about their careers, current research in their field, and educational pathways that an interested student could consider. Each AI avatar represents a different field of climate science, and each has a different personal background, representing a wide range of cultures, educational backgrounds, life experiences, and personal stories.

We will present the current status of the project development, initial testing results from the beta-versions of the avatars, and lessons learned in the creation of each individual Virtual Climate Scientist.

How to cite: Brevik, C., Jayasekera, T., and Merriman, T.: Creating AI-driven Virtual Climate Scientists to introduce both students and the general public to climate science careers, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-15954, https://doi.org/10.5194/egusphere-egu26-15954, 2026.

In many parts of the world, fire is a key and natural disturbance on the landscape. However, they can have devastating environmental and economic consequences when they burn into urban interfaces, and when they burn at intensities and frequencies outside the adaptive capacity of native flora and fauna. In the modern era, vestiges of colonial fire management paradigms based on emergency response and fire suppression, and now coupled with the effects of climate change, have resulted in fires burning at unprecedented frequencies, sizes, and intensities, damaging ecosystems, livelihoods, and human populations. These effects highlight the need for a new fire management paradigm - one that integrates not just response and suppression, but also relevant sociocultural and environmental aspects.

Here, I present a range of outreach activities I have delivered across a range of audiences at science festivals in Europe and the UK, informed in part by findings from a survey carried out through the FIRE-ADAPT consortium, an EU funded project studying Integrated Fire Management (IFM). In the survey, participants were asked what they considered the most important actions for effective fire management. The most prevalent response was Public Outreach and Participation, highlighting the importance of targeting educational outreach, science communication, and public engagement in the development of fire management policy. The outreach activities I present here address two of the key messages respondents highlighted: 1) that fire is a natural, inevitable, and important part of fire-adapted landscapes, and 2) humans are a part of that landscape, and dispelling the nature-culture divide is essential for taking ownership of their participation in landscape management. I will discuss my motivations for engaging in these outreach activities, and how I see the key messages fit into broader fire management policies.

How to cite: Hsu, A.: Spreading like a Wildfire: The Importance of Education and Outreach in Fire Management, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-16109, https://doi.org/10.5194/egusphere-egu26-16109, 2026.

In Saitama Museum of Rivers, workshops and exhibitions on soil have been organized for more than 10 years and we will share the experience in this presentation.

To recognize and stimulate curiosity towards soil, touching or observing soil and making participants feel the soil is effective. Long-run workshops carried out for the museum visitors who are not familiar with soil are, 1. making shining soil balls with clayey soil, 2. dying cloths with fluvial and volcanic soil, 3. stepping on soil of fluvial (paddy) and volcanic (upland farm) soil, 4. painting with soil of different color, 5. observing soil animals and others. All workshops include touching and/or observing soil. Main participant is primary school students and below with their parents. Questionnaire was taken for 2 hours workshops 1 and 2, and both showed high level of satisfaction. Free statement of the questionnaire were as follows, “Surprised that fine soil becomes so hard (1)”, “Could understand well about soil (1, 2)”, “Feels good with shiny surface (1)”, “Very much absorbed in the work (1, 2)”, “Surprised with the color difference of the two soils (2)”, “It was fun to knead the soil (2)”. From these answers, it can be said that participants enjoyed working on soil while learning about soil. It seems good that participants could bring what they made back home, too. From the experience of different workshops, it is important to talk casually about soil during the workshop (while participants are working on the today’s menu) not only to the young participants, but to their parents. Not the formal, lecture type but casual and relaxed talk stimulates curiosity to soil, which may lead to next question. As for exhibition, Soil Monolith Exhibition (2012), What is Soil (touring exhibition, 2015), Soil Watching (2023) were organized. “What is Soil” toured 13 different places, 7 of which content was fully exhibited and others partly, and number of total visitors was 50,757. Age of visitors is wide, and it was tried that contents would not be too technical yet keeping necessary information. Effort was made on hands-on and real material (e.g. monoliths) exhibits. From the questionnaire, visitors were satisfied because “could get to know about soil which is close to us but not familiar with”, “could actually see the real soil and touch the exhibits”, and not satisfied because “too technical and too many letters” (free statements). Contribution of soil monoliths to raise interest toward soil seemed high. Guide tours were arranged several times and they were popular, so face to face guide tour has great demand. Overall, satisfaction level was high and effective on people to get to know soil, with a room for better achievement.

How to cite: Mori, K. and Kosaki, T.: Appealing to the senses, long-run workshops and exhibitions on soil for museum visitors, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-16330, https://doi.org/10.5194/egusphere-egu26-16330, 2026.

The aim of the study was to identify cross-cascading impacts of climate change as perceived by the general public, in order to further develop strategies for education and awareness. The study employed an open-ended survey conducted in the city of Bucharest, located in southern Romania. Respondents were asked to provide examples of climate change impacts across different categories (environment, society, and economics).

The respondents identified a wide variety of environmental consequences, the most frequently mentioned being the increased frequency and/or magnitude of meteorological, climatic, and hydrological hazards. Drought ranked highest, being identified by 48% of all respondents. Public health emerged as the most important societal concern related to climate change (mentioned by 39% of respondents), with particular emphasis on the fatal effects of heat waves (designated by 10% of respondents). From an economic perspective, losses in agriculture were considered the most significant consequence of climate change by 59% of respondents.

In addition to these general findings, several specific perceptions emerged. 17% of respondents considered rising prices to be a consequence of climate change; in the context of water scarcity, they anticipated higher costs for irrigation, hydropower generation, fluvial transportation, and new methods to reduce water pollution, ultimately leading to higher prices of final products. This was followed by concerns regarding a decline in living standards. Furthermore, 20% of respondents indicated that industry and services are changing their structure in response to green requirements, while outdoor labor conditions are increasingly influenced by extreme weather, leading to labor market changes aimed at adapting to these new conditions.

The responses demonstrated a good understanding of the natural phenomena and processes occurring in southern Romania in recent years. They also revealed concerns regarding the future evolution of the economy. Overall, respondents showed a clear awareness of the cross-cascading impacts of climate change. However, climate change cannot be dissociated from other factors influencing social life and economic development; therefore, respondents’ perceptions are likely shaped by a multitude of contributing elements.

In a proactive approach, new curricula and academic study programs should be developed to address extreme weather, water scarcity, and the evolving labor market in southern Romania, in order to support career integration and ensure a sense of financial security.

How to cite: Ioana-Toroimac, G., Constantin (Oprea), D. M., Tișcovschi, A. A., and Niculescu, A. R.: Public perceptions of cross-cascading climate change impacts: evidence from Bucharest, Romania, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-16408, https://doi.org/10.5194/egusphere-egu26-16408, 2026.

The integration of meteorological information into public media is vital to promote public awareness and engagement. This study investigates the audience performance of the Hungarian Public Media (MTVA- Media Service Support and Asset Management Fund) weather reports and news broadcasts during 2023 and 2024. As extreme weather events and climate-retated issues increasingly shape daily life, the need for reliable and timely meteorological information has become more pronounced. This research examines how M1 channel’s weather reports influence viewer engagement, particularly in relation to broader television consumption habits and major socio-political events.  Using Nielsen Audience Measurement data, we analysed 13,758 weather reports, representing an average of 18-20 broadcasts per day. In the two-year period, these programmes accounted for 656 hours of airtime. The broadcasts reached more than 5.1 million viewers, covering 60.5% of the television audience aged four and above, with viewers watching an average of 78 weather reports annually.

Viewing patterns show clear peaks during early morning, midday, and evening news periods, closely linked to daily routines. Demographic analysis revealed that urban residents, particularly in Budapest, exhibit higher engagement rates compared to rural areas, reflecting global trends observed in studies such as those by the Pew Research Center and Nielsen. Additionally, older audiences (aged 60 and above) demonstrated the most consistent viewership, while the younger population (18-29 years of age) showed a preference for digital platforms over traditional television.

Using detailed audience data, the study explores how weather forecasts attract and retain viewers, highlighting factors such as broadcast timing, content organisation, and the placement of meteorological updates into news program.

Overall, the findings confirm that television remains a relevant and effective channel for meteorological communication, particularly among older and urban audiences. At the same time, the results emphasise the importance of strategically incorporating digital media in order to reach younger viewers more effectively. These insights contribute to ongoing discussions about optimising weather communication in the digital era and offer practical implications for public service broadcasters internationally.

How to cite: Molnár, C., Ilyés-Vincze, C., Leelőssy, Á., and Soósné Dezső, Z.: Analysis of Weather Broadcasting in Public Media: A Case Study of MTVA News and Weather Reports, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-17919, https://doi.org/10.5194/egusphere-egu26-17919, 2026.

Flood hydrology sits at the interface of science, public protection, infrastructure planning, and regulation. It is a broad and interdisciplinary field; in a recent UK survey of users of hydrology only 45 % self-identified as a hydrologist. To ensure society is prepared for increasing hydrological risks, effective communication within this diverse community is essential. Without clear pathways for translation pathway between policy priorities, emerging research and operational needs, critical planning and policy decisions risk being made on outdated assumptions. However, operational decisions are not always able to draw upon the latest research into process understanding or modelling approaches due to multiple barriers. These barriers include uneven access to data and tools, capacity constraints, differences in incentives across sectors and the limited time for relationship building and knowledge translation across different expertise. 

Here, we present insights from around 60 participants at a “science into practice” workshop hosted at the British Hydrological Society Symposium (University of Oxford, September 2024). The workshop was designed as a sector-spanning exercise between researchers, consultants, regulators, and practioners working on flood hydrology across the UK. Across sectors, participants converged on six priority themes: (1) working together, (2) funding and responsibilities, (3) skills and training, (4) data, (5) methods, and (6) accreditation and usability. We reflect on how these themes provided insights into the challenges and opportunities for science communication, knowledge translation and collaboration, and why such activities are often undervalued despite their critical role for improving flood-risk decisions. We conclude with practical recommendations for improving “science into practice” pathways in flood hydrology with more inclusive cross-sector communication aligned with the goals of the co-developed 25-year UK Flood Hydrology Roadmap. These lessons learned are transferable to other areas of environmental risk where effective communication and collaboration are crucial for delivering societal and environmental benefits.  

How to cite: Speight, L., Ford, E., Asadullah, A., Slater, L., Brown, S., Harfoot, H., Sheppard, O., Skinner, C., Waller, C., and Willis, T.: Communication within the UK flood hydrology community: bridging the gaps between science and practice , EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-18054, https://doi.org/10.5194/egusphere-egu26-18054, 2026.

In most mid- and high-latitude regions, a decrease in the frequency of very low temperatures and an increase in the frequency of high temperatures have been observed as a consequence of ongoing global warming. Tropical days, defined as days with a maximum air temperature of at least 30°C, represent a key climatic indicator for assessing the impact of heat excess on the urban environment. The increasing frequency of these days in recent decades, amplified by the urban heat island effect, accentuates the thermal discomfort and the vulnerability of urban population.

The perception of risk associated with the increasing frequency of tropical days is influenced by the mode of institutional communication and by the availability of clear and credible early warning systems. The aim of this study is to quantify the level of information and awareness among the population of the Bucharest metropolitan area, the capital of Romania, regarding how the human body perceives and reacts to high air temperatures. Cities of Bucharest’s size can modify the air temperature, increasing it by approximately 5–6°C above the temperature of the surrounding area. The analysis was based on a questionnaire containing semi-open questions with multiple response options, applied individually and directly, to a sample of 267 participants. 44% of respondents reported feeling vulnerable to daily air temperature equal to or exceeding 30°C, 40% answered sometimes, in certain situations, and the rest that they are not vulnerable to such air temperature. Respondents associate, in decreasing order of the number of answers, excess heat with dehydration, fatigue and insomnia, irritability, respiratory problems, and muscle cramps and aches. As measures to improve living conditions during periods with tropical days, participants consider the need for more urban green spaces, greater environmental responsibility at both individual and collective levels (through systematic ecological and climate education), and the establishment of additional hydration and first aid points.

Integrating public perception into urban planning and public health policies is essential for reducing the risk associated with tropical days in cities and adapting to climate change, because thermal stress is not an isolated phenomenon but one that disproportionately affects the elderly, children, individuals with chronic illnesses, and low-income communities.

How to cite: Constantin (Oprea), D. M., Ioana-Toroimac, G., Grigore, E., Tișcovschi, A. A., Ilea, R. G., and Nițu, M. A.: Perception of risk associated with tropical days in urban environments and implications for public health: A case study of Bucharest, Romania, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-20402, https://doi.org/10.5194/egusphere-egu26-20402, 2026.

The inclusion of young people in climate change and palaeoclimate research has never been more important. There is a general uncertainty for our long-term future that is felt more within the young people within society, with climate anxiety a source of concern. Communication around climate change and palaeoclimate research to the general public is often in the form of education and traditional public engagements, such as social media, blogs and the press. 

Through work with Citizens UK, a diverse people-powered alliance of civil society institutions, we are working with a group of young people (aged 14-18) from a mixture of schools and city centre youth clubs based in deprived areas to create YouCAP, a youth climate advisory panel in the city of Birmingham. This work is linked to a larger NERC-funded project (C-FORCE) that is focusing on climate change in the past. We are training young people in broad-based community organising techniques, empowering them to speak to those in positions of power, like local councillors and leaders, and to conduct a local listening campaign about policy related to climate change. The first cohort of YouCAP participants found a general apathy for climate change issues in their communities, with many people naming personal issues such as the cost of living crisis or housing problems as higher priorities. The young people went on to create a podcast exchanging perspectives with those in power, with guests including a local councillor involved in city wide sustainability efforts, a scientist from the C-FORCE project, and a PhD student researching critical metals for the energy transition. Already YouCAP played a critical role in making climate change a national priority for Citizens UK and  leveraged the podcast recording with the local councillor to extract a promise of organising a youth climate assembly about local climate policy in the near future.

This work is ongoing, with continuous recruitment of new members of YouCAP, as well as the development of relationships with other key partners. Our final aim is to enact change at a local level with the work we have been doing with the young people through discussions around climate-related policies with local government leaders. By conducting this community engagement within the larger sphere of an international multi-disciplinary science project, a greater understanding of how the project outputs are absorbed by communities will be gained and trusting relationships will be formed with local communities, which is needed to convey the issues surrounding climate change to the public.

How to cite: Hanson, E., Stevenson, C., members, Y., Campbell, R., Haque Saeed, S., and Greene, S.: Community organising and engaging young people with climate change research and policies, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-21016, https://doi.org/10.5194/egusphere-egu26-21016, 2026.

Clearly, communication, dissemination and outreach play an increasingly important role in the social impact of research. Beyond performing solid and high-quality scientific knowledge, research centres are expected and required to ensure that the results obtained are accessible, useful, meaningful, and relevant to a wide range of publics and audiences.

This talk aims to showcase the communication, dissemination, and outreach activities implemented by the Earth Sciences Department at the Barcelona Supercomputing Center-Centro Nacional de Supercomputación (BS-CNS). The actions carried out in the field of communication and dissemination of Earth Sciences will be presented, and the lessons learnt and the challenges ahead for fostering the exchange of knowledge among various stakeholders, including (multidisciplinary) research teams, communication and dissemination professionals, and stakeholders, will be discussed.

The coordination of communication, dissemination and knowledge exchange activities within the framework of various research projects, which often pursue different objectives and have varying paces, will also be explained, as well as the role of teams dedicated to knowledge integration in building a bridge for dialogue with the user communities of the results obtained. The talk will explore how participatory approaches, co-creation processes, and different adaptive communication formats can contribute to reinforcing relevance, fostering mutual learning, and improving trust between researchers and stakeholders.

While sharing transferable lessons and questions that are still open, this overview aims to encourage ongoing discussions and debates about how research institutions, in our particular case in the scientific field of Earth Sciences, should move from simple ad hoc dissemination activities to more strategic, integrated, and impact-oriented communication and engagement practices in society.

How to cite: Rodríguez Gasén, R. and Arista-Romero, M.: From Knowledge Production to Societal Relevance in Earth Sciences, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-21176, https://doi.org/10.5194/egusphere-egu26-21176, 2026.

Young people show a growing willingness to contribute to climate change mitigation, yet empirical evidence consistently highlights the persistence of misconceptions, fragmented knowledge, and difficulties in translating intentions into effective action. This lack of orientation is not surprising given the complexity of the socio‑ecological processes at stake. It is therefore crucial to develop educational tools to support individuals in critically engaging with these challenges, developing the ability to make informed decisions and take effective action. Supporting orientation toward agency in such contexts requires educational strategies capable of making systemic dynamics visible, explorable, and grounded in real-world data. This contribution is developed within the ENCOMPASS project, a multidisciplinary research initiative integrating perspectives from philosophy, economics, and science education to investigate agency in the context of climate change. ENCOMPASS conceptualises agency through three complementary and integrated lenses: epistemic-driven, ethical-refelctive and systemic-pragmatic. For this contribution, we focus on the systemic–pragmatic dimension of agency, which expands the space of action by linking individual decision-making to system-level dynamics and collective consequences.

It is specifically focused on food practices, i.e., day-to-day ‘simple’ decisions that offer significant individual climate-change mitigation opportunities. In particular, we study two key behaviours: reducing meat consumption and reducing food waste, analysing perceptions, barriers, and drivers of adoption.

The research follows two phases: (i) an exploratory qualitative analysis with students from two Italian upper‑secondary schools through focus groups, which generated concept maps used to identify the most crucial issues and thus relevant variables; (ii) the design and administration of a structured survey to a representative sample of the Italian population (N=1400).

The survey investigated individual food-related choices and behaviours in real contexts with a strong focus on the motivations and the characteristics of the context in which they were taken. Moreover, through the use of validated scales we evaluate perceptions, concerns, values, knowledge, social and moral norms of respondents. These dimensions allow for a detailed analysis of how beliefs, cognitive factors, social influences, and socio-demographic characteristics affect individual adoption of more climate-friendly and sustainable food-practices. The outputs of the analysis of this data collection are used as the empirical base to calibrate a system-dynamics simulation-model identifying potential dynamics of behaviour adoption among individuals. This modelling can generate interactive scenarios showing the (aggregated) effects of changes to individual behaviours, which could potentially contribute to strengthen youth orientation toward sustainable food-choices.

The model enables the exploration of feedback mechanisms and scenario-based outcomes, illustrating how individual decisions may aggregate and evolve within a complex system over time. We argue that empirically grounded SD simulations can function as powerful educational tools, supporting learners in critically engaging with complex socio-ecological processes, exploring “what-if” scenarios, and understanding the systemic implications of everyday decisions. By bridging individual action, empirical data, and system-level modelling, this work contributes to expanding the space of climate agency in education and beyond.

The proposed modelling approach allows agency to be examined through the dynamic relations between individual decisions and system-level outcomes, offering a concrete way to analyse how possibilities for action are shaped, enabled, and constrained within complex socio-ecological systems.

How to cite: Ricci, E. C., Tasquier, G., Pongiglione, F., and Morandi, S.: Expanding the Space of Climate Agency: From Individual Decisions to System Dynamics, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-21456, https://doi.org/10.5194/egusphere-egu26-21456, 2026.

Environmental observatories provide powerful real-world contexts for advancing climate change education and fostering engagement with Earth system science. The Navarino Environmental Observatory (NEO), located in southwestern Greece, integrates long-term environmental monitoring with interdisciplinary research, generating high-resolution datasets on atmospheric conditions, ecosystem dynamics, soil and hydrological processes, and biodiversity change in a Mediterranean climate hotspot. By linking empirical observations to education and outreach activities, NEO supports learning experiences that connect scientific evidence to place-based climate impacts and societal challenges.

This contribution presents how NEO observational data are embedded in participatory education initiatives to enhance climate literacy, critical thinking, and data competencies across diverse learner groups. Drawing on examples from international field courses, summer schools, living lab activities, and community workshops, we show how students and stakeholders engage directly with real environmental datasets to interpret trends, explore uncertainty, and understand feedbacks between climate, ecosystems, and land management. Particular attention is given to how data-driven learning influences climate perceptions, supports interdisciplinary understanding, and encourages informed dialogue between scientists and society.

Our experience demonstrates that combining long-term environmental observations with experiential and participatory educational approaches strengthens climate change education, promotes trust in scientific evidence, and supports the development of actionable knowledge for climate adaptation and sustainability.

How to cite: Maneas, G., Pantazis, C., and Hättestrand, M.: Using Environmental Observatory Data from the Navarino Environmental Observatory (NEO) to Advance Climate Change Education in the Mediterranean, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-21462, https://doi.org/10.5194/egusphere-egu26-21462, 2026.

The communication of paleontological heritage to non-specialist audiences presents unique challenges: fossils are fragmentary, ancient environments are invisible, and the scientific reasoning connecting evidence to reconstruction is often opaque. This contribution examines how generative artificial intelligence and three-dimensional digital technologies are transforming science communication practice in paleontology while proposing an epistemological framework to ensure scientific integrity in public engagement.

We present a four-paradigm classification distinguishing: (1) Empirical methods (photogrammetry, structured-light scanning, LiDAR) that produce metrically accurate digital surrogates of physical specimens; (2) Neural Scene Representation (Neural Radiance Fields, 3D Gaussian Splatting) that reconstruct scenes from sparse image sets through learned interpolation; (3) Generative AI (diffusion models, large language models, image-to-video synthesis) that create novel content based on pattern recognition rather than direct observation; and (4) Hybrid approaches that combine two or more methodologies. This framework addresses a fundamental question for science communicators: whether a given digital output constitutes a record, a representation, or a hypothesis—a distinction critical for maintaining public trust.

We demonstrate applications ranging from constraint-based paleoartistic reconstruction to AI-generated video synthesis for museum exhibitions and educational programs using real-world workflows created at Centro Ciência Viva de Lagos, Portugal, as part of the PaNReD (ALG-07-527-FSE-000044) and SciTour (ALG-01-0145-FEDER-072585) projects. A key case study involves the digital reconstruction workflow for Cariocecus bocagei, a new hadrosauroid from the Lower Cretaceous of Portugal, illustrating the complete pipeline from photogrammetric capture of fossil specimens through AI-assisted life reconstruction and video generation. This process illustrates how empirical 3D models function as anatomical constraints for generative AI, guaranteeing that paleoart remains connected to physical evidence while simultaneously achieving the visual impact required for effective public engagement. We critically examine the phenomenon of “hallucinated heritage”—the risk that visually convincing AI outputs may inadvertently disseminate subtle biases or fabrications to public audiences who lack the expertise to distinguish evidence-based reconstruction from algorithmic speculation.

The most challenging obstacle we have faced is the preservation of the distinction between what is known from fossil evidence and what is inferred or imagined, especially when AI-generated imagery attains a photorealistic quality that may imply false certainty. Our approach addresses this through explicit labeling of epistemological status, transparent documentation of AI prompts and constraints, and educational materials that use the reconstruction process itself as a teaching tool about scientific reasoning.

We argue that these technologies do not diminish the role of the scientist-communicator but rather transform it from “guardian of the rock” to “authenticator of reality.” The emotional connection fostered by immersive 3D environments and lifelike paleoart reconstructions can enhance public engagement with deep time, provided that communication strategies explicitly address the epistemological status of digital outputs. This session contribution shares lessons learned from five years of integrating digital technologies into science centre programming, offering a framework for practitioners seeking to harness AI's communicative power while preserving scientific integrity.

How to cite: Azevedo Rodrigues, L.: Generative AI and 3D Digital Technologies for Paleontological Heritage Communication: An Epistemological Framework and Practical Applications, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-21526, https://doi.org/10.5194/egusphere-egu26-21526, 2026.

The outreach strategies of research projects often focus on ambitious objectives such as improving the knowledge base for stakeholders, promoting uptake of informed strategies and societal transitions, increasing awareness of research, etc. However, objectives like these take for granted that target audiences are engaged in science and trustful of expertise when we know that there is a growing population throughout society who are neither. The growing mistrust of science and experts is, at least in part, a failure of the science community to reach and engage with a significant sector of society.  In an attempt to address this deficiency in our own work, the ICELINK project aims to tailor key messages to identified target audiences that acknowledge these differing levels of engagement and trust.  While recognizing target audiences, including local stakeholders, policymakers, and the general public, we also recognize that within these audiences we will find individuals and groups who are:

• highly engaged (e.g., those who would, for example, eagerly attend a public science event);
• marginally engaged (e.g., those who would attend a public science event if it were convenient or brought to them, but might not actively seek one out); and
• unengaged (e.g., those who would not attend a public science event without some external motivator).

While scientists tend to excel at engaging with members of the public who are highly and marginally engaged in science, those in the third category are at high risk of being overlooked. With this in mind, in addition to sharing ICELINK’s science objectives, results, and outputs in innovative and creative ways, we also intend to help rebuild trust in science by sharing messages of greater relevance to less engaged audiences. For example, when communicating about climate change, we aim to use more positive messaging of hope and empowerment through personal action, an approach that is thought to increase an audience’s receptiveness compared to focusing solely on the consequences of climate change and inaction. We can also help make scientists (and experts generally) more relatable through personal perspective storytelling, and we will use “lightening experiences” (a.k.a. the “wow factor”) to help audiences appreciate difficult-to-grasp concepts (like vast spatial and temporal scales) and to remind people about the power and possibilities of science.

Scientists need to be better at reaching more diverse members of the general public. When planning our outreach strategies, if we can adjust our pathways to engagement, messaging, and expectations to be relevant to the full engagement/trust spectrum, perhaps we can have more of an impact on all audiences.

How to cite: James, T. D., Aðalgeirsdóttir, G., Hvidberg, C. S., and Cook, E. and the ICELINK Team: Acknowledging different levels of audience engagement in science in research outreach strategies, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-21602, https://doi.org/10.5194/egusphere-egu26-21602, 2026.

Social media has become a key bridge between the scientific community and the broader public. Early Career Researchers (ECRs) in Latin America have increasingly embraced digital platforms to engage non-specialist audiences with geosciences content, especially during the COVID-19 pandemic. One such initiative is Divulgación Terróloga, a non-profit, self-funded science communication project launched on June 11, 2019, by Mexican ECRs. The project aims to communicate Earth system processes clearly and accurately in Spanish through Facebook and Instagram. Our content covers all Earth spheres topics and features regular posts that promote the visibility of geosciences and the scientific work of mainly ECRs. The section "Miércoles de Jóvenes Investigadores" (Young Researchers Wednesday) highlights the research of students and early-career scientists, while the section "Geocientíficos en Acción" (Geoscientists in Action) focuses on geoscientists working beyond academia. We also conduct interviews with established researchers to highlight diverse career paths. In this presentation, we share the scope, challenges, and impacts of running Divulgación Terróloga. By April 23, 2025, we have published ~360 posts, reached ~2200 people per post on average, and grown a following of over 5300, with our most popular post reaching nearly 60,000 views. The audience is gender-balanced (49% women, 51% men) and spans Latin America, the U.S., and Europe. Our posts have been translated automatically into English, French, and German. This talk aims to highlight the power of social media in promoting geosciences education, increasing the visibility of ECRs, and building international scientific networks and bridges with society through outreach.

How to cite: Martinez-Abarca, R.: A guide to outreach geosciences on social media: the case of Divulgación Terróloga, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-21614, https://doi.org/10.5194/egusphere-egu26-21614, 2026.

How to cite: Nielsen, K.: Do You Hear the Science? Data Sonification as Method for Outreach, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-1622, https://doi.org/10.5194/egusphere-egu26-1622, 2026.

This report addresses the core challenges of space physics popularization—such as abstract principles and low public accessibility—and explores an effective science-art integrated approach through the case of the Chinese Dual Auroral Radar Network. It introduces the network’s optimized dual-station layout, fundamental electromagnetic wave detection principle, and its critical scientific values in imaging the Earth's plasma circulation dynamics and revealing the energy transfer mechanisms of auroral electrons. The report shares practical experience of visualizing complex detection processes via vivid 3D animation and conveying scientific charm through stunning auroral images and engaging storytelling in science popularization videos. It also summarizes interdisciplinary collaboration modes between scientists and artists, aiming to provide a replicable model for the public outreach of large scientific facilities.

How to cite: Zhang, J.: Science-Art Integration in Space Physics Popularization: A Case Study of the Chinese Dual Auroral Radar Network, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-2656, https://doi.org/10.5194/egusphere-egu26-2656, 2026.

Coastal zones are experiencing increasing pressure from climate change, environmental change, and population growth. Developing transformative visions for the future that respond to local community values and projected changes can be challenging and even confrontational, given the emotional, social, economic and cultural connections to coasts. This research project presents a novel, interdisciplinary approach drawing on social science, ecosystem science, and landscape architecture, with the goal of providing creative visions for future coasts to inform planning processes.

Two Western Australian case study locations (Cockburn in metropolitan Perth, and Binalup in the regional Albany) provided an opportunity to explore coastal futures in rapidly changing, physically vulnerable areas. Local community members were asked to express their values for the coast through several arts-based methods including paper collage, textile creation, photography and poetry, resulting in over 70 community artworks. Participants were interviewed about the values embodied in the artwork, and the ideal future of depicted locations. These interviews were developed into artists' statements that accompany each creative work.

Key themes from the workshops, lectures in nature-based solutions, and yarning with Indigenous Elders informed design briefs for landscape architecture students and staff at the UWA School of Design. Through the aptly-named 'Rising Tides' studio, imaginative, hopeful designs for key public precincts were displayed at public exhibitions in each location, alongside the community artworks. Over 350 people attend the exhibitions of community artworks, visions and designs. We sought feedback from the general public and from practitioners involved with adaptation planning on whether these representations can spark constructive conversations around adaptation planning. Results indicate positive interest from key stakeholder groups, including practitioners, to adapt the approach to envision coastal futures. Encouragingly, 70% of community participants agreed that they could now imagine the future of their coastline in a different way than before the project.

In a world where diverse, nature-based visions for coastal regions are often lacking, the 'Rising Tides' project fostered dialogue and creative, transformative solutions for adapting to change. The approach is adaptable to other regions and is conducive to scaling up.

How to cite: Pauli, N., Jan Martin, D., Elrick-Barr, C., Rogers, A., Halsmith, R., Van Rooijen, A., Driver, K., Cuttler, M., Nielsen, S., Mouritz, L., and Biggs, E.: Rising Tides: Engaging Coastal Communities through Art to Design a Transformative, Resilient Future, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-2735, https://doi.org/10.5194/egusphere-egu26-2735, 2026.

As scientists, we spend our time developing new methodologies and innovative strategies to answer the knowledge gaps in our fields. Communicating this to peers is a familiar process that contains its own set of unique challenges, but communication to non-peers, including the wider public but also researchers from other disciplines, is something many of us struggle with.

I am part of two vastly different disciplines; I use geo-electric techniques (1) to study active volcanic processes (2). We are a rather small group of people working on both, hence interdisciplinary communication poses an obstacle in both directions. A second challenge is the communication to a wider audience, which is especially relevant in a field like volcanology.

In my experience, the two are not mutually exclusive: a clear and concise understanding of the methodology is essential for colleagues from other fields to know how to interpret the results. This is also true for a wider public that is generally not satisfied with a final result but needs to grasp the why and how for our credibility as scientists. An additional problem I encounter is that people often have a glamorized notion of what a volcanic eruption entails, including fellow scientists, and while that is correct for some cases, the field contains so much more than the impressive lava spectacles. During the short time I have been active in academia, I have been faced with these issues on multiple occasions and wanted to tackle them in a visual way, as many people, including myself, are visual learners. I needed to find a way to tackle this visualization obstacle, but as a PhD student, I did not have an extensive network yet, so I decided to give it a shot myself.

From a young age, I have been an artistic person: always drawing, painting, journaling, or stitching, and I wanted to channel this creative outlet into my work as an academic. I had a vision, I had a skillset, but I quickly realized that translating that vision into something that can be used in this digital age was not as easy as it seemed, and acquiring the skills needed even less so. The forest of digital drawing and animation tools can be overwhelming, often has a steep learning curve, and without any formal education, it is hard to reach its full potential. I ended up following courses on digital drawing for scientific purposes and used the skillset I acquired there in all my communication efforts: from drawing conceptual models for papers, to creating eye-catching posters and infographics. I have found good and attractive visuals to be invaluable in scientific communication; they help peers and the public understand what we are doing and why, but also attract attention so your work can potentially reach a wider audience. I want to showcase this with some of my work, highlighting the animation I made illustrating how an Electrical Resistivity Tomography (ERT) measurement works, from field acquisition to the modelling and final result.

How to cite: Vanhooren, L.: Science animations to bridge communication obstacles to laymen and experts – a story of struggles and solutions, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-3960, https://doi.org/10.5194/egusphere-egu26-3960, 2026.

In February 2025, over 100 women and non-binary leaders with a background in science, technology, engineering, mathematics and medicine (STEMM) joined the seventh and final voyage to Antarctica by Australia-based STEMM leadership organisation ‘Homeward Bound’, on the MS Island Sky. Each of the seven voyages has hosted a collaborative art project for all participants, and this final voyage was no exception. This integration of art and science creates a unique space for expressing complex ideas and relationships, reflecting the program’s core model of inclusive, value-driven and empathetic leadership.

On board, voyage participants co-ordinated an ambitious project to create an illustrated topographic map of Antarctica using 132 ‘postcards’ of A5 size. Each postcard was pre-printed with a segment of the map (from an original line drawing by voyager and project co-lead Jessica Leck). After completing the illustration of the front side of their allocated postcard, using watercolours, collage, fabric, stitching, pens, sequins, and any other available material, each participant then wrote a short letter on the back of the postcard to someone of importance. These messages reflected personal insights gained during the once-in-a-lifetime experience of voyaging to Antarctica. Against all the odds (and despite initial protests from some STEMM professionals about not being able to draw!), all 126 Homeward Bound participants and 7 women expedition staff from the MS Island Sky voluntarily completed a card, resulting in a complex mosaic of a continent that holds many profound different meanings for each person. Fully laid out, the illustrated collective map of Antarctica measures 2.3 m by 1.8 m.

Reflections from the project participants highlighted how creating art in small groups allowed for deeper reflection on what it meant to be in Antarctica, fostering connection to people, places, values, and memories. The collective map has been scanned and assembled into a digital mosaic, overlain with the topographic contours. Our collective has plans to develop an interactive online interface and a travelling exhibition of the physical postcards.

In this presentation, we will provide an overview of the collaborative learning and organisational process gained through the project, alongside Antarctica imagery and insights from women and non-binary leaders in STEMM. We will explore how integrating science and art can deepen community connections to remote, yet globally critical, locations such as Antarctica. Our method serves as a practical template for similar initiatives, and we hope to spark conversation on how to effectively disseminate and upscale this approach to bridging the worlds of art, science and policy.

How to cite: Pauli, N. and Leck, J. and the Homeward Bound Transform Voyage Art Project Collective: Postcards from Antarctica: An evolving science-art collaboration with 133 STEMM professionals, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-4142, https://doi.org/10.5194/egusphere-egu26-4142, 2026.

The limitation of the natural sciences in conveying the severity of the climate and ecological crises and in instigating action have become increasingly evident, particularly in light of recent geopolitical shifts. There is increasing recognition that the role of the arts is central in shaping humanity’s aspirations and inspiring a just-sustainable transition.

This presentation discusses the outcome of an arts-science collaboration between the authors – one a performance artist–scholar, and the other a climate scientist. This collaboration took the form of a co-designed and co-taught course, Theatre of the Climate-Performing a Just Future, positioned at the intersection of earth sciences, systems thinking, and participatory arts. The course proposed to move beyond data dissemination to engage the mind and body, emotion and ethics, and the more-than-human world.

The course blended ecological theory and systems thinking with theatre, dance, storytelling, and visual arts. Drawing on Bruno Latour’s call to decentre the Anthropocene, students developed a Geo-play framework in which animate and inanimate actors-fish, sea, nets, weather, policy, and people, were re-animated to bring emotions into climate discourse. Building on this, the course experimented with emotional practices such as mobilising, naming, communicating, and regulating, alongside participatory methods inspired by Augusto Boal’s Theatre of the Oppressed.

A decisive shift occurred during a field visit to Urur Kuppam, a fisher community in Chennai. Conversations with a community elder and women of the fishing community revealed how climate change intersects with long-standing injustices; coastal pollution, destructive fishing practices such as bottom trawling, eroding livelihoods, and the systematic invisibilisation of women’s labour and indigenous knowledge. These encounters reframed students’ understanding of expertise. Fisher knowledge emerged not as anecdotal local input, but as a form of science; embodied, intergenerational, and relational, excluded from centralised, satellite-driven policy models.

The course culminated in a first-of-its-kind spect-actor, multi-art production called When the Sea Changes, Who Decides?Through visual culture, embodied performance, and audio-visual stimuli, the production staged a wicked problem in which multiple actors and systems, often well-meaning yet poorly informed, collide to shape precarious coastal futures. The silent presence of a fishing woman become a powerful marker of unequal burdens and invisibilised labour. Spectators were transformed into spect-actors, invited to walk through scenes of toil, insecurity, and ecological loss, and to enact empathy as a call to action.

The post-performance discussion instigated heartfelt emotional responses from both the performers and the audience.

The presentation will share curated snippets and performance footage to demonstrate how Theatre of the Climate-Performing a Just Future unfolded as a pedagogical and performative process.

We argue that art–science collaborations can incorporate emotion as a legitimate mode of knowing. We propose participatory performance as a vital bridge between earth sciences, lived experience, and justice-oriented climate futures. Together, these insights position performative pedagogy as a transferable model for universities, scientific institutions, and public forums, suggesting how embodied, participatory art–science practices can foster ethical imagination, collective responsibility, and sustained dialogue around climate justice, policy, and planetary care across cultural, educational, and coastal contexts worldwide today.

How to cite: Ganesh, S. and Dhara, C.: When the Sea Changes, Who Decides? Performing Climate Knowledge Beyond Data, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-4994, https://doi.org/10.5194/egusphere-egu26-4994, 2026.

Fantasy and science fiction stories often take their readers to worlds far away, to fancy planets and their harsh conditions, to forests with fantastic plants and epic waterfalls, to fabulous animals on land and under water - all created by the imagination of the writer. Actually, we do also have such a fantastic place on real planet Earth – the Southern Ocean surrounding the icy continent Antarctica.

Why not take the many shapes of sea ice and the ice berg alleys of the present and the Antarctic rainforests and rivers of the deep past to tell a fantasy story that inspires? The strongest ocean current on Earth is driven by the “furious fifties” and “screaming sixties”, this place is made to tell stories about! Antarctica and the Southern Ocean are among the least accessible places for humans. The lucky ones who do research there, bring back concerning and astonishing new insights every season. I aim to use the art of storytelling to make the scientist’s knowledge and fascination of this “real fantasy world” accessible and engageable. And I wonder whether words can draw pictures as powerful as a brush or a pen can do.

How to cite: Knahl, H. S.: Antarctica and the Southern Ocean – a real fantasy world, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-5055, https://doi.org/10.5194/egusphere-egu26-5055, 2026.

Rivers have shaped humanity since its beginning; most societies have formed on their banks benefitting from water resources or transportation pathways. Today, rivers stand at the centre of contrasting visions. For some, they are a resource to be harnessed; for others, a living landscape to restore and protect. They are at the forefront of the climate struggle, capable of both safeguarding our communities and challenging them. So, what should our relationship with rivers be?

We asked artists to reflect on it through the project Flow. This project invited 50 artists to explore the river Lech, from its source in the Austrian Alps to its meeting with the Danube in Germany. The Lech was chosen because its story reflects that of many rivers: it has long been central to the growth of cities, agriculture, and industry. Over time, the river was modified and confined to serve human needs. Today, as climate change and biodiversity crisis urge us to rethink how we manage water and landscapes, the Lech is becoming central once again. Restoration efforts are helping it thrive as a natural ecosystem and a place where communities reconnect with nature.

The Lech River was divided into individual segments, each based on morphological and historical uniform characteristics and represented by time-lapse videos created from Sentinel-2 satellite images, along with a field recording of ambient sound captured on that stretch of water. Musicians were invited to interpret this material and compose original pieces. From headwaters to the confluence with the Danube, artists reimagined different stretches of the river in sound, narrating its landscapes and changes through music. The project fostered an ongoing dialogue between scientists and musicians through a series of collaborative meetings held over a four-month period.

Through this meeting of art and science, the Lech became more than a line on the map. It became a flowing story — one that we can listen to, reflect on, and imagine in new ways. It calls on all of us to ponder: What is a river? And, how far can we go in giving it back its freedom?

How to cite: Cecchetto, M., Betz, F., Arisoy, B., Bizzi, S., Fumagalli, R., and Fowkes, S.: Flow: A river’s story, revealed in movement and sound, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-5374, https://doi.org/10.5194/egusphere-egu26-5374, 2026.

As also mentioned at EGU2025, to promote the students’ ability to perceive how the climate has been changing and how it is likely to change in the future is an essential base for the Climate Change Education (CCE) in ESD (Education for Sustainable Development). Besides, the detailed seasonal cycles show rather different features from region to region, even within middle and higher latitudes and the changing climate in each area could be sometimes more easily recognized as the “distortion of the seasonal cycle” also by the non-experts. Thus, in the CCE, deeper understanding of the detailed seasonal cycles themselves would be also necessary.

By the way, interdisciplinary approach by collaboration with the art such as music sometimes gives a great help to understand the variety of the regional climate including the detailed seasonal cycles, through the deeper appreciation of the related seasonal feeling. In addition, selection of the study areas not so familiar to the students could also lead to their understanding of the heterogeneous others. Based on the above concepts, interdisciplinary approach including the lesson practice at the university was made on a topic of the climate and songs of the special season spring/May around Germany, at the viewpoint of comparison with those around Japan, at EGU2025.

However, we can find out the various regional differences of the climatic features and the seasonal feelings for the other stages of the cycle, such as the summer, autumn, and so on. For example, while the temperature in midsummer (around August) is much higher than in May in the Japan Islands area, the seasonal mean temperature does not increase so much from May to midsummer (June to August) around Germany. Besides, rather cool days also appear frequently as the large day-to-day variation even during summer around Germany. As such, we will focus our attention to the summer climate and the seasonal feeling around Germany and will report here an interdisciplinary approach on that topic including the characteristics of the musical expression of that song and results of the lesson practice at the university in Japan in 2022 and 2025.

In the lesson practice, the summer climate and seasonal cycle around Germany were firstly explained and the German song “Im Frühling” (In spring) composed by F. Schubert was appreciated, paying attention to how the scenes and emotions expressed by the lyrics “all summer long” in the 3rd verse of this song might differ from each other whether we imagine the climate around Germany or that around Japan. The present activity seems to have provided an opportunity for the students to perceive the climate environments and seasonal feelings quite different from those familiar to them. However, a problem how to explore the appreciation activities also on the musical expression itself for the students not specialized in music remained in 2022 lesson and we performed again in 2025. In this presentation, the results of the lesson in 2022 and 2025 will be also briefly introduced.

How to cite: Kato, K., Nagaoka, I., and Kato, H.: Summer climate around Germany and a song "In Spring" by F. Schubert: A report of an interdisciplinary lesson practice toward promoting students’ perception of changing climate and understanding of the heterogeneous others, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-6347, https://doi.org/10.5194/egusphere-egu26-6347, 2026.

We describe the creation and public response to a video and sonic composition illustrating the last geomagnetic field excursion - the Laschamps excursion, which took place ca. 40.000 years ago. Excursions are extreme events and happen irregularly in the evolution of the Earth's magnetic field. Using a global model of such an event, we created a visualization and sonification to convey this dramatic moment in Earth’s history to a wider audience. The video reached over one million people online and generated positive feedback, demonstrating how art can effectively communicate complex science. Our work suggests that innovative media can be a powerful tool for public outreach in the Earth sciences. 

How to cite: Schanner, M. A., Nielsen, K., Bickerton, P., Panovska, S., and Kervalishvili, G.: Imagining the Intangible - Audio-visual outreach project captures attention, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-6676, https://doi.org/10.5194/egusphere-egu26-6676, 2026.

In connection with the global sustainability crisis, the (drinking) water sector is at a critical juncture, facing urgent challenges such as water scarcity, pollution, and the need to comply with stricter environmental legislation. Despite significant efforts, traditional approaches are not sufficient to effectively solve these problems. A growing consensus within the scientific community holds that transformative change is necessary — extending beyond gradual adjustments and often requiring a radical restructuring of systems, institutions, and behaviors. An immediate need exists for transformative and innovative methods that can break through existing barriers and accelerate the transition to a more sustainable water system. Disciplinary boundaries and paradigms, biases and world views must be transcended, as they limit the way actors understand and perceive problems.

To better understand their potential, we explored how art/science collaborations may foster transformative learning which is essential for transformative change. For this purpose, we performed a literature study and held a series of expert interviews, addressing the sociological context and the historical interrelationship between the fields of art and science, and their respective (perceived) roles in society.

The historical analysis results showed how the practice and public reception of (Western) art have changed throughout the centuries. From the 19^th century onwards, the arts and sciences separated into progressively autonomous fields. In the 21^st century a shift is identified: the autonomous stance of science appears to have passed its peak, and the arts are once again becoming more involved in societal and social processes of change — fueling a rapprochement between art and science.

Two types of collaboration were distinguished in our study: instrumental and synergistic art/science collaborations. The instrumental approach strategically uses artistic expression to promote or make scientific research accessible to a broader audience. In contrast, the synergistic approach involves an equitable interaction in which scientists and artists inspire and influence each other. Rather than merely translating scientific research via artistic expression, the process involves a dynamic exchange in which both disciplines challenge and stimulate each other in new ways. Art and science together, shape the scope, narrative, language, and outcome of the process. Our study concluded that a synergistic approach is particularly valuable in dealing with complex “wicked problems” and examined success criteria for art/science collaboration.

The exploratory research was followed up by a 5-month artist-in-residency (AiR) at KWR Water Research Institute in 2025/’26. This project, conducted by artist Mariko Hori, focused solely on the synergetic art/science collaboration. By integrating artistic practices into the research environment, the AiR challenged conventional approaches, offered new perspectives on water-related problems, and provided insight into the dynamics of transdisciplinary collaborations. The main insights and outcomes of the AiR project will be presented.

How to cite: van Summeren, J., Barendse, K., van Aagten, E., and Hori, M.: Art/Science collaborations for transformative change in the water sector, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-7386, https://doi.org/10.5194/egusphere-egu26-7386, 2026.

This study explores children’s perceptions of the sky and the Universe, as reflected in drawings created by Italian primary school students for a calendar competition organized by the Istituto Nazionale di Geofisica e Vulcanologia (INGV), in collaboration with CINECA, UNITOV (Università di Roma Tor Vergata), and INAF (Istituto Nazionale di Astrofisica), titled “Guarda su (Look Up)!”.

Children’s drawings represent a valuable tool for exploring their conceptual understanding, emotional engagement, and imaginative interpretations of scientific phenomena. In fact, drawing plays a crucial role in children’s development, as it stimulates imagination and represents an effective means of emotional expression.

Launched in 2005, the INGV calendar project invites schools each year to submit student artwork on Earth science themes. The initiative serves a dual purpose: engaging young learners with science, technology, and the natural world, while also providing a unique opportunity to explore their views of Earth and science

For the 2026 edition we invited primary school children to look up at the sky. But what do children know about the Universe? How do they perceive and represent the wonder offered by the sky—its vastness and its mystery?

Throughout history, humanity has looked upward to find route, measure time, and seek answers. Thanks to their imagination, children are able to travel among the stars without limits.  In the competition launched in February 2025, 65 schools from 21 Italian provinces participated, with 1,406 children submitting their drawings. We analyzed the drawings to understand what they represent in the sky and how they choose to depict it. Children transferred in the drawings the celestial objects they observe directly or those they would like to observe. These representations may reflect reality, derived from direct experience and from what scientific research allows us to know today, or they may be based purely on imagination and fantasy. In fact, alongside the Sun, the Moon, and clouds, children also depict planets, constellations, galaxies, and black holes, as well as rockets, spacecraft, and aliens.

Beyond offering insight into children’s feelings about what stands “above”, the results help evaluate how science is portrayed, assessing whether these representations contribute to a shared understanding of scientific concepts and to a less stereotyped image of science.

The 2026 calendar edition was produced with the support of the NET 2024–2025 Project, funded by the European Commission as part of the European Researchers’ Night.

How to cite: D'Addezio, G. and Besker, N.: What do children see or imagine when they Look Up at the Sky?, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-7441, https://doi.org/10.5194/egusphere-egu26-7441, 2026.

Surtsey and the Unexpected Context of Objects is an interdisciplinary research project situated at the intersection of fine art, environmental science, and cultural analysis. The project examines the interaction between human made materials, natural processes, and socio-environmental systems through the long term study of a single rusted metal object on Surtsey, a volcanic island in the North Atlantic formed during a submarine eruption in 1963-1967.

Surtsey has been strictly protected for scientific research since 1965 and is designated as a UNESCO World Heritage Site. Regulations prohibit direct human interference, allowing biological colonization and ecological succession to proceed under near pristine conditions. Within this context, a large rusted metal object, believed to be an industrial tank was discovered approximately 70 meters inland from the eastern shoreline and first documented during a scientific expedition in 2007. Its presence, resulting from ocean currents, wave action, and wind rather than deliberate human placement, raises a critical question: should such an object be understood as evidence of human impact, or as the outcome of natural processes acting upon human made material?  The project approaches this ambiguity by treating the object as a material indicator of broader human nature interactions.

Fieldwork over the last several years (2014-2025) has documented the decay of the tank using GPS, photography, video and sound recordings, including mapping the distribution of rust fragments from the decaying object.  By integrating artistic and scientific methodologies, the project demonstrates the value of transdisciplinary approaches to environmental monitoring, material studies, and science communication. The gradual degradation of iron under Surtsey’s unique conditions provides insight into material decay, localized metal dispersal into geological substrates, and the persistence of human made materials within protected ecosystems. All collected data serves a dual function: as material for artistic presentation in museums and publications, and as scientific documentation submitted to the Icelandic Institute of Natural History for archival and future research use.  Ultimately, the project frames the rusted object not merely as an isolated artifact, but as a manifestation of processes operating on scales far larger than itself, symbolic of an era in which environmental change increasingly unfolds on human timescales. It highlights the importance of developing new modes of creative interdisciplinary communication to convey complex human environment interactions to broader audiences.

How to cite: Líndal, A., Óskarsson, B. V., and Gudmundsson, M. T.: Surtsey and the Unexpected Context of Objects, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-8233, https://doi.org/10.5194/egusphere-egu26-8233, 2026.

Shaken Grounds: Art as Seismography is a transdisciplinary project that explores the fragility and resilience of life on unstable terrain. It brings together artistic research, environmental social science, collective curating, filmmaking and medical trauma studies with Earth sciences, supported by academic and cultural institutions from Austria, Italy, Iceland and Croatia.

The project’s trajectory facilitates a new approach to seismography as both a physical and metaphorical method of inscription, translation and sensing. It aims to engage with geological, social and psychological instability to address the need for social and ecological solidarity.

While artistic engagement with planetary systems has been gaining momentum—especially through the lens of the Anthropocene—human-induced seismicity remains an underexplored area. Shaken Grounds expands the field by fostering interdisciplinary collaboration and probing the blurred boundary between natural and anthropogenic disruption.

In doing so, it tackles another gap: the lack of historical contextualisation in relation to current transdisciplinary practices in this field. By juxtaposing contemporary works with modern and historical pieces—including works that explore both literal and symbolic tremors—the project reveals how cultural responses to rupture have evolved alongside scientific, philosophical and societal transformations.

Methodologically, Shaken Grounds is structured into six interconnected zones—geological, somatic, socio-political, philosophical, art-historical and narrative. Rather than functioning as isolated categories, these zones form fluid, overlapping fields of activity, each driving distinct research trajectories, artistic and scientific practices, and modes of dissemination.

The oral presentation at the EGU General Assembly 2026 will combine analytical reflection with an audiovisual research output, including a five-minute extract from the short film Shaken Grounds – Shifting Skies. The presentation will conclude with an outlook on a Creative Europe–supported collaborative programme leading to a curated exhibition and transdisciplinary symposium planned for 2027 at the Museum of Contemporary Art Zagreb.

How to cite: Strecker, L., Greil, M., Gansterer, N., Kozek, P., Jaschke, V., and Moebius, W.: Shaken Grounds: Art as Seismography, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-8278, https://doi.org/10.5194/egusphere-egu26-8278, 2026.

There is a growing interest in the role of the senses in the perception, understanding of, and relationship with environmental change (Lenzi et al., 2025). Sound, light, and smell are all believed to contribute to defining the relationship of an environment with those who inhabit it (Lindborg et al., 2024). Animals also perceive the environment in a multimodal manner using cues from smells, sounds, and sights to operate, especially in uncertain conditions (Munoz et al., 2012). Among the sensory modalities, sound - and the act of listening - received the most attention in research, with its beneficial impact on community health and well-being, as well as the restorative potential of sound, being extensively documented (Levenhagen et al., 2021).

In recent years, artists, designers, and activists have started to engage with sound-driven practices to increase the public understanding of how the environment behaves, changes, and ultimately challenges us (Lenzi and Ciuccarelli, 2022). In this presentation, we focus on how sound artists and sonification designers are employing sound in response to climate change scenarios and environmental variables. We explore the potential of sound to offer an emotional, experiential and embodied engagement with environmental data, and provide new possibilities for the perception and understanding of environmental change.

Through the analysis of 55 projects, we will reflect on two distinct approaches: a) data sonification, i.e. the translation of environmental data into an auditory artifact for data exploration and engagement, and b) speculative sonic processes, i.e. the use of climate change scenarios and speculative storytelling for the manipulation of environmental sounds as a means of communication and engagement. Based on a method defined for the analysis of the Data Sonification Archive (Lenzi et al., 2020), projects will be analysed based on the author’s intention (e.g., art, public engagement, activism, journalism), the type of source data (e.g., the environmental phenomenon that data represent), the expected audience (e.g., experts, general public).

Selected cases will be presented in depth, such as the sound works Water-drought patterns (Panourgia, 2023) and Soil narrations (Panourgia, 2024) that shape environmental sounds as a way to imagine change in future landscapes from a more-than-human perspective. The presentation will be an opportunity for participants not only to reflect on the potential of sound as a means of improving individual and collective sensemaking of environmental phenomena, but also to engage in the first person in listening as an act of knowledge and engagement with the complexity of such phenomena.

How to cite: Lenzi, S. and Panourgia, E.-I.: Sound-driven creative processes for enhancing environmental perception, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-10723, https://doi.org/10.5194/egusphere-egu26-10723, 2026.

Addressing contemporary environmental challenges, such as climate change, land degradation, and ecosystem transformation, requires not only scientific knowledge but also new ways of communicating complexity, uncertainty, and responsibility. Art–science collaborations are increasingly recognised as effective tools to engage diverse audiences emotionally and cognitively, fostering environmental awareness and sustainable mindsets. This contribution presents The Kaleidoscopic Lens of Art: Imaging the Environment, an interdisciplinary educational project that bridges Earth Observation science and artistic practice to promote environmental literacy and meaningful public engagement.

Developed within Italy’s PCTO (Pathways for Transversal Skills and Career Guidance) framework, the project involved third-year high school italian students working in close collaboration with researchers from the Institute of Methodologies for Environmental Analysis (IMAA) of the National Research Council (CNR) of Italy. Students analysed authentic satellite imagery and geospatial datasets related to environmental processes and human–environment interactions, including landscape change and urban–natural dynamics. Scientific data were then reinterpreted through multiple artistic languages transforming analytical evidence into visual narratives.

The educational pathway followed a blended methodology combining classroom instruction, field activities, laboratory sessions, and creative workshops. This iterative process guided students from scientific observation and data analysis to conceptual re-elaboration and artistic production. The resulting works—mixed-media paintings, architectural reinterpretations of landscapes, and digitally manipulated satellite imagery—functioned as hybrid artefacts, simultaneously conveying scientific content and eliciting emotional and ethical reflection on sustainability.

The collective exhibition COSMOS CREATIVO: Artistic Transformations of Earth from Space, presented during the European Researchers’ Night (2024–2025), demonstrated the potential of art–science collaboration to act as a powerful form of science communication. By translating complex environmental data into accessible and emotionally resonant forms, the exhibition fostered dialogue between students, scientists, and the wider public, highlighting the shared responsibility of scientific and artistic communities in communicating planetary boundaries and ecosystem fragility.

Aligned with the EU Key Competences for Lifelong Learning and SDG 4, the project offers a replicable model for integrating STEAM education, environmental awareness, and civic engagement. By positioning scientific data as both analytical tools and sources of aesthetic inspiration, The Kaleidoscopic Lens of Art illustrates how art–science collaborations can build bridges between disciplines, enhance public understanding of Earth system science, and support the cultural imagination needed to envision sustainable futures.

Keywords: interdisciplinary education, PCTO, STEM and art integration, environmental awareness, satellite imagery, geospatial data, creative learning, high school education 

How to cite: Coluzzi, R., Imbrenda, V., Fanti, L., Traino, W., de Carlo, M., Camardelli, V., Smilzo, A., Cordisco, M., Limone, G., Amato, L., Calamita, G., Ciancia, E., Gandolfi, I., Perrone, A., Salvatore, L., Pilogallo, A., Santopietro, L., and Giampaolo, V.: The Kaleidoscopic Lens of Art: Art–Science Collaborations for Environmental Literacy and Sustainable Futures, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-12137, https://doi.org/10.5194/egusphere-egu26-12137, 2026.

Soils are typically viewed as providers of nutrients, reservoirs of biodiversity, or regulators of climate processes. Far less attention is paid to their aesthetic dimension. Beneath our feet exists an invisible world of structures and patterns that can be both scientifically meaningful and visually striking. This contribution presents the SoilART Project, which explores soils (Siberian and not only) through the lens of the aesthetics of the invisible.

The project investigates art-science co-creation to bridge the gap between soil science and society, fostering engagement, reflection, and dialogue around environmental change. SoilART applies a two-fold approach: (1) revealing aesthetic forms created by natural soil processes, and (2) using soil itself as a medium for artistic expression. By integrating artistic practice with scientific inquiry, SoilART offers a novel framework for communicating soil complexity and highlights the importance of soil conservation as a foundational yet often overlooked component of Earth’s ecosystems.

How to cite: Tarkhov, M., Matyshak, G., Goncharova, O., Chepurnova, M., and Khirk, A.: Hidden aesthetics beneath our feet: Soil Art as a novel approach to addressing complex challenges in a changing environment, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-13043, https://doi.org/10.5194/egusphere-egu26-13043, 2026.

In recent years, weather-related extreme events have shown the limits of technical approaches to urban water challenges and highlighted the urgent need to rethink the relationship between cities and water and to see water as a partner in shaping transformative, climate-safe and just urban futures. However, existing scientific studies depicting future trajectories of urban water management have struggled to make the intertwined social and ecological dynamics of (transformative) urban adaptation tangible and accessible. This study focuses on the potential of visual communication of scenarios to stimulate both learning among scientists (during the process of creating the scenarios) and social learning (as a next step using the developed “narrative images”) to motivate diverse societal actors to engage with the complexity of sustainable urban water management. Art can overcome barriers of scientific and technical concepts and touch peoples' inner motivation for preserving and sustainably transforming our cities in a way that written texts cannot. In addition, art-based research can be seen as a form of research on social-ecological relations and it thereby can help people engaging with the complexity of urban system processes.

As sustainability challenges transcend disciplines, this study draws methodically on an interdisciplinary scenario approach. By actively involving scientists from various natural, engineering and social science disciplines in an art-based research approach, we seek to rethink interdisciplinarity in order to develop pluralistic and co-existing perspectives. With this in mind, we aim to opening up the process of envisioning the future and explicitly not “reducing the future to climate”.

In this study, we seek to explore the tension between possible and desirable futures using a qualitative scenario-building approach. Three adaptation scenarios were developed in a participatory process and professionally visualized as “narrative images” using the city of Hamburg as a case study. The scenarios take place in 2050 depicting a gradient ranging from coping to incremental adaptation to transformative adaptation for managing the water-adaptation nexus: “Water defensive city,” “Water resilient city,” and “Water aware city.” The study presents an innovative art-based scenario approach as a way of engaging with social-ecological futures. In this way, the “narrative images” create a tangible and shared entry point to the complexity of socio-ecological relations and serve as an integrated boundary object bringing together the different mental models of the participating disciplines. By stimulating learning within our interdisciplinary team, the art-research-linking approach appears to be a suitable example of how to stimulate discussions to move from the conceptual debate on transformative adaptation versus non-transformative strategies (i.e., coping and incremental adaptation) to an empirical and practical level. In addition, the “narrative images” aim to motivate diverse local societal actors engaging with the complexity of (sustainable) urban adaptation and water management, serving as a starting point for imagining socially constructed futures.

How to cite: Hanf, F. S., Meier, L., Hawxwell, T., Oßenbrügge, J., Knieling, J., and Sillmann, J.: “Narrative images” as a learning approach: (transformative) adaptation scenarios for dealing with urban water risks in Hamburg, Germany, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-13836, https://doi.org/10.5194/egusphere-egu26-13836, 2026.

• The Graveyard Orbit: The region located several hundred kilometres above the geostationary belt, where defunct satellites are "parked" in perpetuity to prevent interference with operational assets.
• The Spacecraft Cemetery: The South Pacific Ocean Uninhabited Area near Point Nemo, where controlled reentries are targeted to sink decommissioned hardware into the deep sea.

How to cite: Desai, R.: Ethics of Repair: From the Earth’s High Orbits to its High Seas, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-13997, https://doi.org/10.5194/egusphere-egu26-13997, 2026.

We present a co-creation methodology resulting from an interdisciplinary collaboration between artists and scientists in the production of the climate change play, "Crema, Groenlàndia" (Burn, Greenland). The play explains how the science of climate change is done, showing scientists in their real context and breaking stereotypes. It also aims to sensitise and disseminate knowledge on climate change and encourage audience’s critical thinking. Its uniqueness lies in combining climate scientists, social scientists, and performing artists in a co-creative process to construct the narrative and stage of the play. 

Using the Framework for Evaluating Impacts of Informal Science Education Projects (Friedman, 2008), we conducted an impact assessment based on a series of pre- and post-performance surveys targeting secondary school students and members of the general public, which were complemented with insights from a debate following the performances.

A pre-performance survey of secondary school students revealed gaps in understanding and the need to strengthen climate literacy in educational settings. While most students recognised human activity as the main cause of climate change, many showed limited awareness of the scientific consensus, low interest in further learning about climate change and the scientists, and poor familiarity with governance mechanisms, such as the Paris Agreement and the Conference of the Parties. 

Participant feedback collected after a rehearsal performance was used to refine the play, leading to revisions of the script, simplification of technical content, and enhanced use of audiovisual elements to improve clarity and reduce cognitive overload. This illustrates how systematic assessment can directly inform and improve the effectiveness of the science communication practice.

The impacts of the final production were evaluated through a post-performance survey completed by the general public. Audience satisfaction with the play was moderate to high. Participants reported positive learning outcomes, with 80.5% of respondents reporting feeling more informed about climate change after attending the performance. Attitudinal responses reflected high levels of trust in climate science, emotional engagement, and a strong interest in learning about personal and collective actions to address climate change (including different strategies for the reduction of major sources of greenhouse gas emissions, influence on others, and civic activities such as voting). Additional outcomes included the potential of the play to challenge stereotypes about scientists (particularly gendered perceptions) and to foster critical thinking about the lack of ambition of global climate policies and responsibilities.

Overall, the findings demonstrate that, when coupled with iterative impact assessment, arts-based approaches can be an effective way to communicate complex scientific concepts while fostering audience’s engagement and reflection.

How to cite: Terrado, M., Cruells, M., Martínez, S. E., Llort, J., and Crosas, M.: Assessing the impacts of scientific theatre on the audience: the case of "Crema, Groenlàndia", EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-14009, https://doi.org/10.5194/egusphere-egu26-14009, 2026.

During this participatory Photovoice-based research project, we elicited the use of embodied multimodal composition and observed the emergence of young learner-agency during moments of “unscripted” creative collaboration around the notion of place. Inspired by academic mentor Dr. Fikile Nxumalo's Decolonial Water Pedagogies, we experimented with post-qualitative methods, including decolonizing forest and (under) water storytelling. We amplified youth-led portraits, fostered environmental inquiry and connection through ethnographic walks along Río Solimões and centered community futuring strategies with Ticuna youth and elders in Leticia, Colombia. 

Through the co-creation of this Photovoice workshop, we conducted independent place-based inquiry and fostered a collaborative collaborative mapping experience with the Arcoiris Foundation community for youth with learning differences. We aimed at fostering resilience through creativity and sparked situated learning and multimodal composition as we walked along the river and across the triple border region that connects Peru, Brasil, and Colombia. Workshop participants used cameras as tools to map their unique life stories and connections to place. After being invited by Arcoiris Foudation to co-create the project, the main author started her critical place research by reflecting on the lonstanding presence of El Monumento a Francisco de Orellana situated at the heart of Plaza Colón, a gathering public in the heart of the city of Leticia, Colombia.  

Please note: If proposal is accepted, supplementary materials cannot be re-used under CC BY 4.0 License. Author only grants Copernicus Meetings the right to make presentation files available during the live session. No further re-use or distribution of their presentation is allowed beyond this setting. I clearly mention this out of respect for vulnerable populations whose families have fully consented research but whose images must be visualized within provided research context and community-approved framework. 

How to cite: Schope, V.: "Countermapping" the notion of place along Río Solimões: a participatory art research project with Ticuna youth using Photovoice and critical place environmental inquiry, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-18559, https://doi.org/10.5194/egusphere-egu26-18559, 2026.

szabadonbalaton (“free Balaton”) is an independent platform working at the intersection of ecology, geosciences, culture, and public engagement around Lake Balaton, Hungary. Lake Balaton is a shallow and highly sensitive freshwater system where hydrological, climatic, soil, and ecological processes are tightly linked to tourism, land use, infrastructure development, and everyday human activities. Although these dynamics are well studied scientifically, they are often difficult to communicate beyond expert circles, leading to fragmented public understanding and polarised debates around environmental issues.

szabadonbalaton addresses this gap by developing participatory art–science formats that translate scientific knowledge into shared, situated experiences. The platform brings together artists, geoscientists, ecologists, engineers, and local actors to explore the lake’s environmental processes in ways that are accessible, experiential, and open to discussion. Activities focus on topics such as nutrient cycles, algal blooms, water levels, shoreline transformation, and human impacts on the lake’s hydrological balance.

The methods used include guided field walks, collective observation, simple in situ measurements, mapping exercises, public discussions, and thematic food-based interventions that connect ecological processes to everyday practices. These formats are intentionally low-threshold and adaptable, allowing engagement in diverse contexts and with varied audiences. Events were organised in unconventional settings ranging from running races and beaches to cultural venues and fine dining restaurants, reaching people who would not normally participate in environmental or scientific programmes.

Between 2022 and 2023, szabadonbalaton curated the Balatorium ecological–cultural programme series within the framework of the Veszprém–Balaton European Capital of Culture 2023. More than 60 artists and researchers, together with 10 institutions, contributed to the activities, which culminated in a week-long art–science beach festival. Across all events, thousands of visitors participated, creating a broad and heterogeneous audience for discussions on the lake’s ecological condition and future.

Artistic methods are not used as illustrations of scientific results, but as tools for inquiry, mediation, and communication. A core element of the process involved identifying key messages through consensus-building among relevant scientific institutions working on Lake Balaton. These messages were then translated and tested through co-creation processes involving artists, scientists, engineers, authorities, and holders of local and traditional knowledge. This approach allowed complex and sometimes controversial topics—such as sport fishing, pharmaceutical residues, or unlicensed shoreline buildings—to be addressed in open yet fact-based ways.

The main outcome of szabadonbalaton has been the widespread uptake of its key messages in regional and national media, alongside increased willingness by research institutions to engage in public outreach using alternative formats. In the context of EOS1.2, szabadonbalaton is presented as a practice-based example of art–science collaboration that supports environmental understanding and dialogue in a freshwater ecosystem under increasing pressure, and that may be transferable to other contexts where valuable landscapes are at risk.

How to cite: Zlinszky, A. and Berecz, D.: From TED talk to mud walk: a participatory art-science platform for Lake Balaton, Hungary, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-18946, https://doi.org/10.5194/egusphere-egu26-18946, 2026.

Effectively communicating complex Earth system science, such as tipping points, thresholds, and nonlinear dynamics remains a major challenge, particularly for non-expert audiences. While scientific abstracts are optimized for accuracy and efficiency, they often leave little room for emotional engagement, ambiguity or reflection. Artistic translation of scientific concepts can be an effective method for re-expressing scientific content in ways that complement traditional communication.

Drawing on the art-science exhibit DELICATE as a case study, a practical approach to translating scientific abstracts into visual artworks is outlined. Rather than only illustrating results, this translation process focuses on identifying key tensions, metaphors and uncertainties embedded in scientific language. Concepts such as balance versus instability or gradual versus abrupt change are explored and re-expressed through visual form, material choice, and abstraction. The goal is not simplification but preserving scientific integrity while opening space for emotional and intuitive engagement.

The work is grounded in the perspective of an Earth system scientist working at the interface of cryosphere research and artistic practice. It reflects on the choices, constraints and responsibilities involved in art-science translation, and discusses how such methods can be adopted by researchers and artists alike. By presenting artistic translation as a reproducible practice, this contribution aims to foster interdisciplinary collaboration and expand the toolkit for communicating urgent environmental challenges.

How to cite: van der Laan, L. N.: Translating scientific abstracts into art: methods for emotional and cognitive engagement with Earth system science, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-19827, https://doi.org/10.5194/egusphere-egu26-19827, 2026.

Successful adaptation planning can be made more actionable by drawing on diverse forms of knowledge. These range from locally grounded experiences to scientific understanding of projections of climate and societal change and their potential impacts on livelihoods and ecosystems. Equally important for planning and action is the ability to imagine the desired future outcomes. However, the volume, complexity and inherent uncertainty of information may impede stakeholders’ ability to envision those outcomes and take action accordingly.

We present an approach[1] for co-developing adaptation-stories that integrate quantitative estimates with qualitative knowledge and experience and take advantage of storytelling as a well-known and familiar means of making sense of the world and engaging audiences. The approach is implemented through a participatory process consisting of five steps: (1) co-definition of a notable climate change impact relevant to a chosen livelihood or a specific contextual setting; (2) identification of the climatic and non-climatic drivers responsible for the specified climate change impact; (3) co-evaluation of adaptation measures for alleviating or leveraging impacts; (4) characterisation of the causal mechanisms and assumptions that specify past experiences of notable impacts and adaptation and their potential future development; and (5) co-development of adaptation-stories by researchers and stakeholders. The resulting stories are fictional accounts that may be set in the future or alternatively describe past adaptation.

We argue that well-crafted adaptation-stories that also employ artistic narrative licence, may empower local actors by grounding climate change adaptation in their lived experiences and livelihoods. Moreover, the inclusion of visual artistic illustrations, especially when depicting recognizable local settings, can increase the stories’ ability to resonate with audiences. Incorporating storytelling into the process of making scientific knowledge more accessible and relevant can yield accounts that aid imagination and communication, while also fostering new ways of thinking that bring together perspectives and actors that are often overlooked. An added dimension to future viewpoints on adaptation concerns the context in which they are expressed. This can be introduced by relating stories to region-specific socioeconomic scenarios, themselves projected through narrative and artistic means.

We illustrate this through two examples set in Finland: one involving the renewal of a hospital and the other focused on dairy production. Both examples project future standpoints of different actors adapting to heat-related challenges. Co-creation with local actors was seen as instrumental in ensuring that the work addressed topics most relevant to the cases at hand in a fair and inclusive manner. We also show how artistic interpretation can provide powerful support for stories, but should be deployed with discretion to avoid unintended consequences that may undermine key messages.

How to cite: Pirttioja, N., Abernethy, P., Ahonen, S., Fronzek, S., Jouppila, T., Jylhä, K., Kautto, N., Luhtala, S., Palosuo, T., Rimhanen, K., Ruuhela, R., Saarremaa, K., and Carter, T. R.: Imagining climate-resilient futures through adaptation-stories, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-20120, https://doi.org/10.5194/egusphere-egu26-20120, 2026.

The PerfectSTORM project studies the risk of cascading hazards of extreme rainfall after drought, focusing on hydro-social feedback to guide the future management of drought-to-flood events. Within this project, art-science methods have been employed not only as tools for dissemination, but as integral methodologies throughout the research process. For example, narrative interviews and drawing workshops helped participants express complex ideas and lived experiences.

We would like to showcase some of the art-science collaborations from the project, focusing on three art-science activities. (a) Our Travelling Exhibition is an interactive, portable exhibition that engages diverse audiences. The exhibition integrates multimedia storytelling, scientific visualisations, poems and artistic installations, fostering dialogue and bridging cultural and linguistic barriers. (b) A Documentary Series delves deep into the dynamics of drought-to-flood events, weaving together scientific insights, historical data, and human stories. These films highlight the cascading impacts of drought-to-flood events through scientific analysis and human narratives.c) Our interactive website aims to bring the complexities of drought-to-flood events to life through scientific data, creative visualisations, and participatory storytelling. The website includes interactive maps and visualisations of the models, timelines, and graphs; these features help convey the cascading nature of hazards and their impacts on various scales, from local communities to global patterns.

How to cite: Van Loon, A., Mendoza, H., Weesie, R., and Matanó, A.: Art-science for exploring the lived realities and socio-hydrological interactions of drought-to-flood events, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-20995, https://doi.org/10.5194/egusphere-egu26-20995, 2026.

In the context of climate change, dominant modes of knowledge production remain largely shaped by Western, positivist and disciplinary scientific paradigms that privilege abstraction, quantification and expert authority. These frameworks systematically marginalize situated, embodied, affective and relational forms of knowing, as well as the voices of those most impacted by climate injustice. Transdisciplinary knowledge production is therefore necessary for epistemic justice because it disrupts these hierarchies and opens knowledge-making processes to plural epistemologies.

This contribution reflects on Science Meets Art (SMA) as a practice-based platform where artistic and scientific methodologies are brought into transdisciplinary collaborations to rethink climate-related knowledge production. Challenging the instrumentalization of art as a communication or dissemination tool and instead, SMA recognize creative practices as epistemic practices positioning creative and arts-based methods as epistemic practices that actively shape research processes, questions and outcomes in environmental inquiry.

Drawing from projects such as “Engendering Climate Futures”, we explore how art-science collaboration enables forms of knowledge production that are situated, embodied, affective and relational, dimensions which are historically erased from academia and often marginalized in conventional climate research. Additionally, we investigate how transdisciplinarity is operationalized through arts-based methods.

“Engendering Climate Futures” is a year-long research and artistic project by Science Meets Art and SOHO Studios in Vienna, focusing on the intersectionality of gender and climate justice, including participatory workshops and featured in an ecofeminism-themed exhibition “What grows between us”. This project employed a participatory mapping exercise of gendered climate change experiences in Vienna, body-territory approaches rooted in decolonial feminist Central and South American methodologies, and collective practices of imagining just climate futures.

These methods create shared spaces of experimentation where artists, scientists, activists and a diverse public co-produce knowledge, allowing for emotional and embodied dimensions of climate change to inform research and policy-oriented debates.

We argue that arts-based methods contribute to epistemic justice by democratizing knowledge production, centering marginalized perspectives and recognizing erased sources of knowledge such as bodies, emotions and lived experiences as legitimate sites of gender and ecological knowledge. These aspects are usually neglected in conventional scientific methods like surveys or expert elicitation. Through the co-creation of visual, material and performative artifacts, SMA fosters inclusive, interactive and reflexive research environments that support trust, dialogue and mutual learning across disciplinary boundaries. Ultimately, this contribution positions art-science transdisciplinarity as central to reimagining climate knowledge and enabling more plural, just and transformative climate futures.

How to cite: Reis, F., Vinca, A., and Cortéz, K.: Knowing Otherwise: Art-Science Practices and the Politics of Knowledge Production, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-21333, https://doi.org/10.5194/egusphere-egu26-21333, 2026.

We joined the United Nations One Ocean Expedition with a simple question: what changes when artists are not asked to interpret science after the fact, but become part of the research process itself? The expedition brought together scientists, artists, and communicators working across the Gulf of California and the Sonoran Desert, reflecting the bi-national and land–sea systems that connect communities in Mexico and the United States. Through Next Generation Sonoran Desert Researchers, artists joined a working scientific expedition alongside researchers, sharing space, time, and uncertainty in the field. This created conditions for artistic practice to evolve alongside scientific observation, shaping how questions were asked, how cross-border systems were understood, and how meaning was made in real time. Drawing from interviews, field experiences, and creative outputs developed during the expedition, we reflect on how integrated art–science collaboration can elevate research by deepening emotional connection, expanding whose voices are centered, and translating complex Earth system science in ways that remain rigorous while becoming more human. We consider how this bi-national, place-based model offers practical pathways for more inclusive and impactful environmental research, communication, and action.

How to cite: Hall, C., Arturo Ricárdez García, V., Pimienta, E., Sepulveda, I., Isaac García Mayoral, J., and Carver, A.: Art and Science at Sea: Lessons from the One Ocean Expedition Across Baja California, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-21615, https://doi.org/10.5194/egusphere-egu26-21615, 2026.

Science is an inescapable part of our everyday lives and impacts scientists and non-scientists alike. Yet, when it comes to science communication, the barriers between scientists and non-scientists become apparent. This becomes particularly significant for sensitive issues such as the effects of climate crisis. Effective science communication goes beyond presenting facts, and requires engaging audiences in ways that make complex ideas meaningful and memorable. Storytelling as an art form, provides a compelling narrative pathway by framing scientific concepts within characters and narratives that evoke curiosity, emotion, and purpose. Here I will present a short story with poetic hints on my research work on ocean and geophysical fluid dynamics where waves and eddies become characters, and experience diverse phases, interactions, highs and lows during their lifecycle as they navigate complex flows, bringing abstract science to life.

How to cite: Chouksey, M.: Animating Science: Storytelling for Scientific Engagement, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-21707, https://doi.org/10.5194/egusphere-egu26-21707, 2026.

How to cite: Legrand, G.: Climate Cosmograms: artistic methods for reimagining climate imaginaries otherwise, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-21835, https://doi.org/10.5194/egusphere-egu26-21835, 2026.

The complex nature of our planet calls for reimagining how we relate to the biosphere and experience Earth system science. FLUXNET is a global network of nearly 1,000 research towers that track water, carbon, and energy moving between ecosystems and the atmosphere. It gives us a continuous and precise record of the biosphere's breath, helping us understand how soils, plants, people, and climate are connected through cycles of change. But FLUXNET is more than data, it’s a community built on curiosity and reciprocity, exemplifying how science grows when people work together. In the spirit of collaboration, fluxART (https://fluxnetart.github.io) invited artists to engage with scientists, the global datasets, and the ecosystems they study. They explored climate change, drought, and fire disturbances, the renewing rhythms of landscapes, and the often-invisible processes that sustain life on Earth. Artists turned flux science into stories and embodied experiences of nature’s resilience. Scientists reimagined academic function and culture by embodying the reciprocity in the biosphere’s fluxes they study. Here we share artworks and perspectives emerging from recent year-long art-science exchanges at FLUXNET research sites.

How to cite: Bassiouni, M., Lewis, R., Oldham, J., Quetawki, M., Bouchard, S., Still, C., Litvak, M., and Gough, C.: Creative Curiosity Transforms Ecosystem Flux Science into Embodied Experiences of Nature’s Resilience , EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-22113, https://doi.org/10.5194/egusphere-egu26-22113, 2026.

Simulation/games come in all imaginable shapes and sizes.  One shape and size that you may not have encountered is SIMPLEX, developed by Drew Mackie.  The term means from the simple to the complex.

Simulations using this format start with only essential components: people and a theme.  In our example, the people are you; the theme is SIDS – Small Island Developing States.

SIDS are facing immense challenges caused by global heating, particularly rising sea levels (SLR).  Vulnerable stakeholders facing these challenges, as well as scientists, policymakers and other interested parties, can benefit from the use of co-created, participatory policy simulation using the SIMPLEX format.

Our presentation is actually an invitation to fellow geogamers to join us during the geogames evening to help co-build a simulation/game together.  It is more a simulation than a game, unless you decide otherwise!  In our presentation, we will do the following:

• Outline the content objective (develop a policy for SLR on SIDS);
• Outline the procedure that we will follow at the start of the simulation;
• Say a few words about some of the simulation elements (e.g., time);
• Emphasise the importance of the debriefing;
• Answer any questions.

On previous occasions, colleagues and DC have used the SIMPLEX format to examine or develop policy in regard, for example, to the three-day working week in the UK, the outcome of Dutch elections, an ideal education system and climate-ocean change policy.  When used in anticipation of events, the simulation can have powerful and uncannily predictive power.  The simulation format is adaptable to a variety of geo-situations.

How to cite: Crookall, D. and Promduangsri, P.: A policy simulation on sea level rise in the SIDSs: Come help build it!, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-390, https://doi.org/10.5194/egusphere-egu26-390, 2026.

High mountain regions are highly susceptible to landslides and cascading hazards that threaten infrastructure and human life. As populations in mountainous areas are growing and climate change increases these risks worldwide, effective risk communication becomes more important. However, conveying the complexity of landslide processes and risk management strategies to the public remains a major challenge. Here we present a board game as an innovative approach for risk communication, focusing on young adults as the main target group.

In “Moving Mountains” the players manage their own village. As the village economy grows, new inhabitants arrive, allowing players to expand their settlement and earn points. However, the mountains bear a continuous hazard of landslides that threaten to destroy progress. Each decision the player takes, can directly influence slope stability and population exposure, resulting in an increased or diminished risk for their village. Players must carefully decide whether it is better trying to prevent the hazard from happening or prepare people and infrastructure to avoid tragic consequences.

The game includes four distinct valleys. Each exposes the player to different risk contexts with unique game mechanics based on real or realistic hazard scenarios. These scenarios enable players to explore the consequences of their decisions in a controlled environment, while making scientific concepts tangible. To support deeper understanding, a scientific handbook that explains the rationale behind key mechanics and provides background information on the real events that inspired the individual gameplay of the valleys, will be developed in a future step. By combining experiential learning with scientifically informed design, “Moving Mountains” aims to enhance public awareness, foster engagement with preventive measures, and improve understanding of landslide-related risks in high mountain regions.

How to cite: Kmetyko, S. and Mergili, M.: Moving Mountains: A Board Game to Communicate the Risks of Landslides in High Mountain Terrain, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-1081, https://doi.org/10.5194/egusphere-egu26-1081, 2026.

Older adults represent a rapidly growing segment of the European population and are among those most exposed to the impacts of climate change and natural hazards (Prina et al., 2024). However, they are still rarely at the center of science communication and environmental outreach initiatives and are often portrayed primarily as vulnerable subjects. This perspective risks overlooking their valuable lived knowledge, experience with past environmental events, and potential contributions to collective resilience (Okudan, 2025). At the same time, research shows that recreational activities such as board and card games can provide cognitive, emotional, and social benefits for older adults, particularly in community-based contexts (Guardabassi et al., 2024).

Building on these insights, the card game “Playback to the Future” was designed to create an inclusive, engaging, and educational experience focused on environmental hazards and resilience, tailored specifically for older adults. In the game, players represent local communities facing hazards such as floods, landslides, or droughts. To respond, they play “Solution Cards” representing green, grey, or policy-based interventions, each tagged with visual indicators for cost, effectiveness, and long-term resilience. The deck also includes “Satellite Cards”, which act as wildcards inspired by Earth observation data and provide players with an advantage. A defining feature of the game is the co-creation of “Memory Cards”, in which participants share personal experiences or traditional practices related to environmental challenges. These stories are transformed into new cards for an expansion deck, turning individual memory into collective environmental knowledge.

The game design prioritizes accessibility by adopting large fonts, high-contrast graphics, and simplified symbols. Gameplay follows a familiar “highest card wins” dynamic to reduce cognitive load and support participation. Five community centres and lifelong learning programmes in Italy and Spain serve as pilot sites. Materials, including a downloadable version of the cards, facilitator’s guide and an expansion deck of Memory Cards, are freely available online in multiple languages.

The game “Playback to the Future” enhances understanding of natural hazards and mitigation strategies, promotes awareness of Earth observation data, fosters peer interaction, and gives voice to communities often left out of science communication.

How to cite: Mannucci, N., Azzari, M., and Caporali, E.: Playback to the Future: a card game for inclusive engagement with environmental hazards, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-1195, https://doi.org/10.5194/egusphere-egu26-1195, 2026.

Soil processes get very little attention in early education environments, in spite of the fact that soil is very important in food, water control, biodiversity, and climate change. Soil Guardians aims to fill that gap and assist in understanding soil processes in such a way that it can develop and launch a digital game that teaches soil processes in an easy-to-grasp manner for children.

The game is structured around short scenarios that illustrate what may be considered typical circumstances in which soil may be expected to improve or deteriorate. Interaction between players and the game is achieved through specific actions represented by icons, and the players can immediately see what happens in the scenario. In this case, development is expected to be device independent and suited for environments in multilingual or low-resource educational environments.

Currently, the project is refining its conceptual and visual language and its first level of interactive features. Priorities of development include the translation of soil functionality into engaging gameplay that is suitable for the classroom and other environments. Later on, as the game develops, it will be shaped by feedback from teaching and research professionals in terms of which scenarios and practices are reflected in real-world soil situations and teaching directions.

Acknowledgement

The project is funded through the EGU Special Activity Fund 2026.

How to cite: Miranda Moral, I., Guzmán, G., Cárceles, B., Pareja-Serrano, E., and Benavente-Ferraces, I.: Soil Guardians: A visual and accessible digital game for learning soil functions, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-1271, https://doi.org/10.5194/egusphere-egu26-1271, 2026.

The communication of landslide processes calls for innovative strategies that bridge scientific simulation and public understanding. Game engines are powerful tools for creating science communication experiences that appeal to audiences accustomed to the high-quality visuals of movies and computer games. Yet, geoscientists have limited access to such tools due to their technical complexity and the lack of specialised training. To address this challenge, we present domain-specific workflows and templates in Unreal Engine 5 (UE5). They are specifically dedicated to the creation of virtual reality and desktop applications supporting science communication and simulation.

MassMoVR is a modular, reusable Unreal Engine 5 (UE5) project template created to transform simulation outputs from the open-source tool r.avaflow, along with geospatial data, into interactive virtual reality (VR) and desktop experiences. It includes demonstration levels showcasing components and their use for simulation import, player setup, user interface setup, and environment and level design, including interactive objects, visual effects, and sounds. UnRealRocks is an experimental approach to the simulation of generic and real-world rockfall scenarios, utilising Unreal Engine 5’s native physics system and mesh-destruction capabilities. The experiments explore different modes of fragmentation and parameter configurations for the underlying physics and rock-mass geometries. In both cases, data preprocessing is a crucial step for aligning input datasets with game engine requirements and therefore a core component of the documentation and workflow guidelines.

Our work demonstrates that game engines can serve not only as tools for science communication but also as sources of inspiration and innovation in research. This perspective opens the way for communication and simulation to evolve as mutually reinforcing dimensions of landslide studies.

How to cite: Pfeffer, H., Schuller, J., Wolfschwenger, D., and Mergili, M.: (Un)Real Landslides: Game Engine Technologies for Process Simulation and Communication, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-1664, https://doi.org/10.5194/egusphere-egu26-1664, 2026.

Climate change is a complex problem that spans multiple disciplines, including natural science, socioeconomics, ethics, and politics. This complexity makes it challenging to make well-informed decisions about climate change. We therefore introduce The Climate Casino, an educational game that offers a fun and engaging way to learn about climate change and mitigation.

At the start of the game, participants are divided into groups representing different geographic regions. They are given two goals: a primary, shared goal to keep global warming below 1.5°C and a secondary, competitive goal to maximise their own region’s economic development. These competing goals create a tricky balance between cooperation and self-interest, introducing challenges such as the free-riding problem.

The groups’ assigned regions differ in economic and climatic conditions, and are responsible for various amounts of greenhouse gas emissions—reflecting real-world inequalities. Each group makes decisions for its region by setting a carbon tax. Higher carbon taxes increase production costs, leading to reduced economic output and, consequently, lower emissions. Thus, the carbon tax influences the economy through two competing mechanisms: reduced productivity, which negatively impacts economic output, and reduced climate change, which can have positive or negative economic effects depending on the region.

The consequences of the participants’ decisions are calculated using the coupled climate–economy model NorESM2-DIAM, which provides both climatic and economic outcomes. While necessarily simplified, this approach introduces participants to key concepts in climate modelling and highlights the role of uncertainty and regional differences in climate–economy interactions.

Through surveys before and after playing the game, we see that participants change how they think about climate change and mitigation. This demonstrates the potential of The Climate Casino as an engaging educational tool that can promote greater climate literacy.

How to cite: Bjordal, J., Storelvmo, T., Smith, Jr., A. A., and Pedersen, P. A.: The Climate Casino: Teaching Climate Change and Mitigation Through Play, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-4474, https://doi.org/10.5194/egusphere-egu26-4474, 2026.

Minecraft is currently the most played video game of all time, being especially popular amongst children. In Minecraft, players enter worlds composed of cubic blocks and engage in activities such as exploring, mining, and building. The cubic geometry of Minecraft worlds is similar to that of models used in geoscience. Using the connection between Minecraft worlds and geoscience models,  we use Minecraft to create educational materials focused on geoscience directed towards younger students. The goal of creating these materials is to generate interest in geoscience by using Minecraft as a tool, and creating a connection between a game that students already know and understand to the world of geoscience.  Geologic and geographic data are used to build geologic maps of Newfoundland, Canada, and additional smaller regions in Minecraft. These maps are filled in with information regarding the geology of key sites on the maps. These Minecraft worlds can be used as simple introductions to different geologic concepts which students can freely explore. Code has also been written to generate gravitational maps from Minecraft worlds. This code is being used to design lab exercises for grade school students to teach them about density, gravity, and geophysics. These labs involve using the gravity maps to locate gravitational anomalies, and use these anomalies to find and mine ore in Minecraft. This work can easily be expanded to create Minecraft worlds of new areas, and to teach many more geologic concepts.

How to cite: Johnson, A., Malcolm, A., and Farquharson, C.: Building Geologic Maps and Models in Minecraft for Use in Early Education, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-5283, https://doi.org/10.5194/egusphere-egu26-5283, 2026.

Climate change, combined with other pressures, threatens the habitability of human settlements and makes long-term decision-making more uncertain. The Habi(Li)ter research project, funded by the “Initiative d’Excellence Lorraine ”, aims to investigate how climate risks affect the habitability of human settlements in the mid-mountain Vosges Massif in France. Using a transdisciplinary approach, the project integrates values, knowledge, and expertise from both academic and non-academic actors to develop a conceptual framework for analyzing climate risk dynamics and their impacts on the habitability of local communities.

To help the general public understand these dynamics, we developed Habit’Action, a serious game that simulates the management of a mid-mountain community facing climate risks and socio-economic challenges. In the game, players are tasked with maintaining and improving the community’s habitability across multiple dimensions, including economy, connectivity, environmental resilience, basic needs, and social inclusion. While designed for high school students, the game is also well-suited for adult audiences, offering an interactive way to explore how cooperation across sectors and actors can support successful adaptation to climate change and ensure the long-term habitability of communities.

In the game, players assume diverse roles, such as policymakers, farmers, or scientists. Each role comes with unique abilities, budgets, and influence on specific aspects of habitability. For example, farmers can implement sustainable agricultural practices, and scientists can mitigate environmental risks. Across multiple rounds and turns, players confront climate-related crises, including droughts, floods, and pest outbreaks. To respond, they implement adaptation options and make strategic choices that simulate real-world trade-offs. Adaptations allow players to enhance resilience and reduce vulnerability to specific hazards, such as promoting summer tourism to offset snowmelt, or greening city centers with trees and parks to adapt to heatwaves. Strategic choices might include rehabilitating an abandoned industrial site into a park or social housing, or managing a forested area as a nature reserve. Special bonus and malus cards introduce unexpected events, reflecting the uncertainty of real-world decision-making. Players collaboratively vote on key decisions, negotiate trade-offs, and observe how their actions influence the different dimensions of community habitability. Scoring tracks both successes in adaptation and losses from crises, with failure triggered if any dimension drops to zero, encouraging holistic thinking and anticipation of cascading effects.

By providing an interactive and educational experience, Habit’Action allows players to explore trade-offs, practice collaborative decision-making, and develop critical thinking about sustaining human habitability under uncertainty, offering a practical tool for learning about the complexities of climate adaptation in mid-mountain communities.                                                        

How to cite: De Angeli, S., Fulcrand, A., and Devin, S.: Habit’Action: a serious game approach to exploring human habitability under Climate Change in mid-mountain communities, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-5286, https://doi.org/10.5194/egusphere-egu26-5286, 2026.

Geothermal energy might play a key component in the energy transition. Compared to other renewable energies such as wind and solar power, it is readily available, independent of weather conditions. In Germany, geothermal power is underdeveloped, partly as a result of unclear policies which hinder exploration. General knowledge in the public is minimal and often biased by media reports on failed projects, especially in conjunction with induced seismicity. To overcome this knowledge gap and work towards a higher acceptance of geothermal energy, we want to target the young generation. In current study plans in schools, geothermal energy is underrepresented and changes in those plans are generally slow.

Gamification offers a great tool as an alternative to classic frontal teaching and offers the possibility of self-motivated learning. Escape rooms have experienced a rise in popularity in the last decade, and naturally foster team work to overcome challenges. Some escape rooms in science centers or museums already web scientific content into a game, where application of, for example physical principles are used to find solutions.

At the University of Mainz, the “Future Institute” was developed, a fictious institute focused on mitigating the climate crisis. But the scientists were kidnapped and most of the data is hidden. Students can visit the institute, where each room is an office of a scientist. Clues can be found in the room to reconstruct data, convey experiments and finally “escape”.

Our room focusses on geothermal energy and the inherited risk of seismic events related to production. Physical principles like heat flow, porosity and permeability and geological faults are worked into the story line and puzzles.

How to cite: Götsch, M., Hawemann, F., Schäfer, F., Graffe, T., and Toy, V.: Escape the Quake – an educational escape room on geothermal energy and associated risk of induced seismicity, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-9192, https://doi.org/10.5194/egusphere-egu26-9192, 2026.

How to cite: Steinhauser, J., Vollgruber, D., Fritz, S., McCallum, I., Mayer, M., and Rieder, H.: Hotspot Earth: a climate action game , EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-11239, https://doi.org/10.5194/egusphere-egu26-11239, 2026.

Dangers & Dwellers (Da&Dw) is a strategic board game focused on the sustainable management of geological hazards (earthquakes, landslides, and floods). It is designed to allow players to simulate and experience the complex, multifaceted, and interconnected causal pathways that lead to natural disasters. This level of complexity underlining risk management is often challenging to explain, teach, and comprehend through traditional pedagogical approaches. However, data from pilot sessions has indicated that the game-based learning experience achieves these educational objectives with high efficacy.

The game serves as the foundation for a project selected under the European Union’s Erasmus+ 2025 program (Call KA220-SCH - Cooperation partnerships in school education) titled “Da&Dw Earthvism - Dangers and Dwellers: an Earth sciences game for teachers and students to promote civic engagement and climate action” (Code KA220-SCH-0E3E8994). The project aims to:

• Digitize Da&Dw to enhance accessibility, offering a free-to-play remote version and expanding dissemination worldwide.
• Translate the game into several languages, supplementing the existing Italian and English versions.
• Deploy the tool primarily within high schools across different Countries to foster awareness of natural hazards and climate change, while promoting interest in STEM disciplines.
• Provide educators with a game-based learning instrument to integrate into future curricula.
• Stimulate civic engagement and trust in democratic processes by equipping users with cognitive tools to identify and resist anti-scientific disinformation and misinformation.
• Conduct research on the long-term educational impact of the game.

Through Da&Dw, participants discover that there is no ultimate solution to natural risk mitigation. Conversely, building resilience requires the implementation of complex, well-designed sets of multisectoral actions. These require a synergy of scientific knowledge, a balance of socio-economic interests, and active civic participation. While achieving this equilibrium is challenging, it is attainable within a mature democratic society. In recent years, game-based learning has established itself as an effective methodology for achieving these outcomes.

As part of the project scope, a series of actions are planned to gather feedback essential for the iterative improvement of the game and to maximize its dissemination among high schools, associations, and relevant stakeholders.

The project also aims at reaching new stakeholders (including but not limited to schools, research groups, educators, civil protection actors, groups active in environmental topics) to further improve the dissemination of risk awareness and resilience strategies through innovative game-based learning.

How to cite: Intrieri, E., Cardi, F., Nardini, O., Gatto, A., and Segoni, S.: Earthvism - Dangers and Dwellers: a project to promote civic engagement through a board game on geological hazards, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-12314, https://doi.org/10.5194/egusphere-egu26-12314, 2026.

Developed in the framework of the LIFE ARTISAN project led by the French Biodiversity Agency, the serious game called “Récré'Action” is now available to play. Created as a complement to the Nature-Based Solutions (NBS) module developed by ENPC (freely available here: https://zenodo.org/records/12188484), this board game engages Master’s students—while remaining adaptable to other audiences—in a collective redesign of an elementary school playground to make it more inclusive, sustainable, and climate-resilient.

Participants assume the roles of various stakeholders (child, parent, teacher, technical services, architect, municipality…) working together to choose new designs and surface materials for the playground. Their objective is to meet shared resilience goals—such as improving rainwater infiltration, reducing the urban heat island (UHI) effect, and enhancing biodiversity—while staying within a limited budget and responding to unexpected events.

Through gameplay, the exercise illustrates the complexity of decision-making processes, stakeholder interactions, and the trade-offs required between environmental, social, technical, and regulatory considerations in greening projects. The current version exists only in French for now, but it is intended to be translated into English.

How to cite: Versini, P.-A., Delpont, A., and Guerrin, J.: From Play to Planning: Récré'Action, a Serious Game for Climate-Resilient Schoolyards, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-13032, https://doi.org/10.5194/egusphere-egu26-13032, 2026.

How to cite: Schneider, B., Siomades, S., and Connolly, A.: Ogallala: A New Educational Geoscience Game Designed to Teach Groundwater Resource Management in Agriculture, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-15345, https://doi.org/10.5194/egusphere-egu26-15345, 2026.

Climat Tic-Tac Ocean is a digital serious game developed from a board game originally designed by climate scientists and science communicators for middle and high-school students (https://climatictac.ipsl.fr), its commercial adaptation for the broad public  (https://www.bioviva.com/fr/bioviva-famille/169-climat-tic-tac.html), and its digital version, available in French and English, better suited for the higher education sector (https://ikigai.games/games/gameDetails/climattictac) (Dulac et al., 2024).
The game’s ambition is simple but urgent: to help people better understand the impacts of human-induced climate, and explore how we could cooperate and act both to mitigate CO₂ emissions and adapt a selection of world cities at risk to preserve a good inhabitability of the planet. The Climat Tic-Tac Ocean version focuses on coastal cities and small islands, which concentrate multiple, interacting climate risks while also being territories where adaptation and mitigation strategies are deeply intertwined. Processes, selected locations, hazards, mitigation and adaptation actions are all based on current knowledge (Dulac et al., 2023).
Up to five connected players cooperate over six rounds, each representing 15 years: nearly a century of collective decisions. Together, they must reduce CO₂ emissions while protecting vulnerable coastal territories through adaptation and mitigation strategies by playing Action cards from a limited set they receive individually. Throughout the game, players face random Hazard cards which cause either climate-related damage to one or more locations, or increase CO₂ emissions. The damages fall into categories: infrastructure, food systems, and human health. These risks reflect the most pressing and already observed impacts of climate change on the selected cities and islands.
Winning the game requires achieving a double objective: keeping atmospheric CO₂ concentrations below a critical threshold to limit global warming, while also preventing too many coastal cities and islands from becoming uninhabitable due to the local accumulation of damages. Two difficulty levels are proposed, which adjust these two thresholds.
To strengthen their actions, players are invited to take on time-limited challenges: quizzes, fill-in-the-blank exercises, and ranking tasks, focusing on climate- or maritime-related topics. These moments of play serve a deeper purpose: improving climate literacy, encouraging collective problem-solving, and helping players transform eco-anxiety into informed action. Players quickly realize that there is no perfect solution: every decision involves trade-offs, like in real life. By playing, participants experience the complexity of climate decisions instead of just hearing about them. The game is also adapted to a collective animation by a teacher or mediator, either on-line or through a screen projection.

Contact: francois.dulac@cea.fr

Acknowledgements: This Ocean version is part of the FORTEIM project aiming at building an e-training educative platform called “B-Sea”, dedicated to supporting the eco-energy transition of maritime professions. FORTEIM is supported through the ANR funding agency as part of the “France-2030” governmental investment plan. Authors acknowledge feedbacks from members of LSCE and FORTEIM’s partners, and the technical contribution from developers of Game for Citizens-Ikigai. The Climat Tic-Tac Team has been awarded the Scientific Mediation Medal by CNRS.

References:
Dulac F. et al., p.599-601, https://shs.hal.science/halshs-04209935, 2023. 
Dulac F. et al., https://meetingorganizer.copernicus.org/EGU24/EGU24-12424.html, 2024.

How to cite: Le Mézo, P., Dulac, F., and Planques, T.: Climat Tic Tac (Climate Tick-Tock) Ocean: playing together to save our oceans and coasts, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-16995, https://doi.org/10.5194/egusphere-egu26-16995, 2026.

For this panel, I introduce the role-playing card game Model Fatigue, which invites participants to assume different socio-political perspectives to reimagine stories and visual representations (cosmograms) of climate futures. The game's goal is to build collective cosmograms that reimagine the infrastructure that organises how knowledge about climate is produced and represented. This speculative climate infrastructure is developed under conditions determined by the different types of cards that each player's team draws at the beginning of the game (belief systems, features, entities).If many games about climate from the fields of geosciences or the arts focus on raising awareness or representation of imaginaries, the game Model Fatigue opens a conversational and transdisciplinary space among climate practitioners—people who inquire into Earth’s climate—to critically reimagine climate infrastructure. With the game, I argue that developing tools about the representation and communication of climate change are no longer sufficient to enable climate actions; rather, the modalities through which we produce, interpret, and represent climate knowledge need to be reconfigured and reimagined. Model Fatigue aims to collectively reimagine the entanglement of technical systems with the politics and cosmological imaginaries of climate infrastructure.In this panel, I will introduce the game's modalities and draw cards from Model Fatigue to build climate cosmograms of other possible imaginaries of climate infrastructure.

How to cite: Legrand, G.: Model Fatigue: role-playing climate infrastructural imaginaries, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-21831, https://doi.org/10.5194/egusphere-egu26-21831, 2026.

Climate change is an ongoing environmental and societal challenge. Communicating its ramifications and related uncertainties clearly to stakeholders and the public is an imperative task for time-critical decision-making. Public communication about climate change often includes maps, aimed at facilitating the understanding of complex scientific findings and making these more accessible to non-specialist audiences. This is especially important when difficult concepts such as inherent uncertainties related to climate predictions are involved.

While climate change communication may appear abstract and distant to non-experts, climate change discourse often involves strong emotional responses from the public. Engaging visual storytelling with climate change maps may be a useful strategy to reduce the psychological distance of the public. However, elicited emotions may influence how people perceive the presented information and thus their willingness to trust the maps.

We aimed to investigate the effect of emotional narratives on map readers’ trust in visualized (un)certainty information in static climate change forecast maps. We applied a 3x2 mixed factorial, map-based study design, including electrodermal activity measurements and eye-tracking. We designed three versions of climate change prediction map stimuli, inspired by the Swiss Climate Scenarios CH2018. Uncertainty was operationalized as a within-subjects independent variable such that participants viewed 18 map stimuli in total, showing different climate variables in randomized order, equally distributed across three conditions: (1) without uncertainty information, (2) uncertainty visualized as black gridded dots, or (3) uncertainty visualized as black randomly distributed dots. Following prior research, we used the term ‘certainty’ in our map stimuli, as it is better understood by the audience than ‘uncertainty’. We used narrative instructions as the between-subjects independent variable, with participants randomly assigned and matched across groups to one of the two conditions: (1) emotion or (2) control. In the emotion condition, each map stimulus was accompanied by an emotion-inducing verbal narrative and a human cartoon character. In the control condition, participants viewed the same map stimuli accompanied only by a factual verbal narrative.

We recruited 61 participants (30 females, 31 males, average age = 30 years) from the Department of Geography at the University of Zurich to participate in the study. After viewing each map stimulus, participants were asked (without any time restriction) to select one of the six predefined locations shown in the maps that they predicted to be most/least affected by climate change. Finally, they indicated their trust in each stimulus type using a standardized questionnaire.

Preliminary results suggest no significant differences in participants’ overall average trust ratings across the two narrative conditions. However, participants significantly trust climate change prediction maps more when certainty information is also included, regardless of the narrative condition they were assigned to. Conversely, we found no significant difference in trust ratings between the map stimuli that contain certainty information visualized as gridded or randomly distributed dots.

These novel empirical findings stress the need to visually communicate (un)certainty information to support people’s trust in climate science and climate change forecast maps. The use of cartoon characters to emotionally engage the public in climate change communication remains to be further empirically investigated.

How to cite: Bazzurri, S. F., Kapaj, A., and Fabrikant, S. I.: Effects of emotional narratives and uncertainty visualization on non-experts’ trust in climate change forecast maps, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-2979, https://doi.org/10.5194/egusphere-egu26-2979, 2026.

Informing robust decisions on flood risk and water resource management necessitates, among other factors, clearer communication of hydrological model uncertainty to non-specialist audiences. In this presentation, we demonstrate that simplified toy models, which abstract away systemic complexity, can serve as an accessible and effective tool for this purpose. As a specific case study, we illustrate how the choice of calibration scoring function shapes model behavior and associated uncertainty estimates. This foundational approach helps build the core intuition needed to effectively engage with more complex, real-world systems. Overall, we present a practical framework that supports experts articulate, and non-experts comprehend, the essential "why" and "how" of uncertainty in hydrological predictions.

Acknowledgements: This work was funded by the Research Center on Climate Change Impacts - University of Padova, Rovigo Campus - supported by Fondazione Cassa di Risparmio di Padova e Rovigo.

How to cite: Papacharalampous, G., Marra, F., Dallan, E., and Borga, M.: Communicating hydrological model calibration with toy examples, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-5507, https://doi.org/10.5194/egusphere-egu26-5507, 2026.

It is well known that scientific data have uncertainties and that it is crucial to take these uncertainties into account in any decision making process. Nevertheless, despite data producer’s best efforts to provide complete and rigorous uncertainty estimates alongside their data, users commonly struggle to make sense of uncertainty information. This is because uncertainties are usually expressed as the statistical spread in the observations (for example, as random error standard deviation), which does not relate to the intended use of the data.

Put simply, data and their uncertainty are usually expressed as something like “x plus/minus y”, which does not answer the really important question: How much can I trust “x”, or any use of or decision based upon “x”? Consequently, uncertainties are often either ignored altogether and the data taken at face value, or interpreted by experts (or non-experts) heuristically to arrive at rather subjective, qualitative judgements of the confidence they can have in the data.

In line with existing practices (e.g., the communication of uncertianties in the IPCC reports), we conjecture that the key to enabling users to make sense of uncertainties is to represent them as the confidence one can have in whatever event one is interested in, given the available data and their uncertainty.

To that end, we propose a novel, generic framework that transforms common uncertaintiy representations (i.e., estimates of stochastic data properties, such as “the state of this variable is “x plus/minus y”) into more meaningful, actionable information that actually relate to their intended use, (i.e., statements such as “the data and their uncertainties suggest that we can be “z” % confident that…”). This is done by first formulating a meaningful question that links the available data to some events of interest, and then deriving quantiative estimates for the confidence in the occurrence of these events using Bayes theorem.

We demonstrate this framework using two case examples: (i) using satellte soil moisture retrievals and their uncertainty to derive how confident one can be in the presence and severity of a drought; and (ii) how ocean temperature analyses and their uncertainty can be used to determine how confident one can be that prevailing conditions are likely to cause coral bleaching. 

How to cite: Gruber, A., Bulgin, C., Dorigo, W., Emburry, O., Formanek, M., Merchant, C., Mittaz, J., Muñoz-Sabater, J., Pöppl, F., Povey, A., and Wagner, W.: Making Sense of Uncertainties: Ask the Right Question, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-7755, https://doi.org/10.5194/egusphere-egu26-7755, 2026.

Uncertainty is an inherent part of geoscience research and arises at multiple stages of the scientific process, from data collection and modelling to analysis and interpretation. In recent years, growing attention has been devoted to uncertainty quantification and assessment, alongside increasing recognition of the importance of uncertainty communication. These aspects are closely linked, as robust characterization of uncertainty provides an essential basis for transparent communication within the scientific community and beyond it.

Communicating uncertainty not only plays a key role in improving the understanding of how scientific knowledge is produced, but can also help to foster trust by increasing transparency and contextualizing results. Nevertheless, reluctance to explicitly assess and communicate uncertainty persists, particularly when addressing non-expert audiences. This challenge is especially relevant in the context of natural hazard risk assessment and management: Here, adequate communication of uncertainties can add particularly valuable information for decision-making, risk governance, and a better understanding of the risks at hand among public audiences.

This contribution presents an exploratory, database-driven overview of the scientific literature on uncertainty communication in geoscience, with a particular focus on natural hazards. Using structured queries in the Web of Science database, we examine publication trends over time, disciplinary distributions, thematic emphases, and possible blind spots. Keyword combinations range from general terms such as “uncertainty communication” and “multi-hazard communication” to more specific queries combining uncertainty, communication, and individual natural hazards (e.g., floods, earthquakes, droughts).

Preliminary results indicate that uncertainty communication spans a broad range of scientific categories, while the level of attention varies substantially across hazard types, with flood-related studies being more prominent than others. Initial findings also suggest that multi-hazard uncertainty communication remains comparatively underrepresented, despite the increasing emphasis on multi-hazard and multi-risk assessments in recent research and policy frameworks. The growing volume of publications further highlights the need for systematic approaches to literature mapping, as well as the potential role of data-driven and AI-assisted tools in supporting such analyses.

This research was partially funded by the European Civil Protection and Humanitarian Aid Operations (ECHO) of the European Commission (EC) through the VOLCAN project (ref. 101193100) and by the 2024 Research Prize of the Dr. K. H. Eberle Foundation to Mohadjer, Pelzer and Dietrich.

How to cite: Schneider-Pérez, I., López-Saavedra, M., Martí, J., Castellà, J., Mohadjer, S., Pelzer, M., and Dietrich, P.: An overview of the scientific literature on uncertainty communication in geoscience , EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-11747, https://doi.org/10.5194/egusphere-egu26-11747, 2026.

Heatwaves are among the most impactful climate extremes in Europe, driving acute health risks and socio-economic disruption. They are a challenge for early warning and public understanding due to uncertainties in event onset, severity, and human response. Building on the interdisciplinary Strengthening the Research Capacities for Extreme Weather Events in Romania (SCEWERO) project funded by the European Union, this study investigates how scientific evidence, perception data, and communication strategies interact within Romania’s heatwave Early Warning System operated by Meteo-Romania. We analyse both empirical perception data — collected through structured surveys and focus groups to quantify how different communities interpret heat warnings, risk levels, and confidence intervals — and observational heatwave metrics to map divergences between communicated risk and public understanding. This research highlights specific sources of uncertainty faced by forecasters (e.g., variable heat exposure, model forecast spreads), and documents how these uncertainties are interpreted or misinterpreted by non-expert audiences. By tracing how uncertainty in forecast signals propagates through institutional warning messages and into public perception, we identify communication gaps that can lead to maladaptive responses or reduced trust in warnings during heat events. Framing uncertainty, contextualised risk information, and tailored communication strategies improve both public comprehension and behavioural intent during heatwave alerts. We propose evidence-based recommendations for operational Early Warning Systems that move beyond fixed deterministic thresholds, instead incorporating probabilistic messaging where appropriate and grounding risk communication in locally derived perception data. This work illustrates how harmonising scientific uncertainty communication with Early Warning practices can strengthen societal resilience to heatwaves, offering a transferable framework for climate risk communication in other European regions.

How to cite: Santin, S., Croitoru, A.-E., Petrovici, N., Pop, C., Petre, M.-J., Scoccimarro, E., and Xoplaki, E.: Heatwaves and Early Warning Systems: Perception Data and the Role of Science Communication – A Case Study from Romania, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-11821, https://doi.org/10.5194/egusphere-egu26-11821, 2026.

Aquifer thermal energy storage (ATES) is a way to use the groundwater to heat and cool buildings, with very low CO₂ emissions. It classifies as a shallow geothermal technology, and it is gaining popularity worldwide because of its sustainability, efficiency and cost-effectiveness. While its potential has been extensively proven in traditional homogenous, productive sandy groundwater layers, investing in more complex subsurface settings has greater financial risk. This is related to uncertainty about the (hydraulic) project feasibility and (thermal) efficiency of the system. Basically, we cannot directly look underground, so it is uncertain to what extent our subsurface model correctly represents reality. Even though this subsurface uncertainty leads to a great globally untapped potential for thermal energy storage, it is often neglected in feasibility studies. To move new ATES developments forward in complex subsurface settings, we present an uncertainty-driven sound scientific method to make investment decisions. Uncertainty in subsurface models is recognized by using a stochastic approach. The model predictions are then processed with clustering and global sensitivity analysis. This allowed to define criteria on critical subsurface properties that guarantee project (in)feasibility. For edge-cases, uncertainty is quantified to determine the probability of project feasibility from a risk-taking or risk-averse decision-maker perspective. Additionally, this approach quantified the potential of changing operational parameters (flow rate, well spacing, design injection temperature) to enhance project feasibility. All results are summarized in an easy-to-interpret decision tree that guides go/no-go decisions for new ATES projects. Importantly, the decision-tree can be followed prior to carrying out costly field tests. To illustrate, the uncertainty-driven decision tree approach is applied to a low-transmissivity aquifer for ATES, which represents a subsurface setting at the limit of ATES suitability. In conclusion, our approach effectively handles uncertainty while also focusing on improving clear communication to investors about the probability of project feasibility. As such, it could be an example study on how to handle model uncertainty for predictions of aquifer thermal energy storage systems in the future.

How to cite: Tas, L., Caers, J., and Hermans, T.: An Uncertainty-Driven Decision Tree Approach Guiding Feasibility Decisions of Shallow Geothermal Systems in Complex Subsurface Settings, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-14276, https://doi.org/10.5194/egusphere-egu26-14276, 2026.

Flood risk uncertainty is a growing problem in New Zealand and the rest of the world. Decision-makers are facing increasing uncertainty in planning for future events. Growing population centres, increased cost of living and the resulting increased exposure to these natural hazards are just some of factors they need to consider in planning and mitigating future events. Climate change predictions represent a large part of the uncertainty present in these future flood risk assessments. Variables such as rainfall intensity and duration are likely to change significantly with increased temperatures which would result in potentially larger and more frequent flood events. To better understand how these different uncertainties could influence decision-making, a series of flood model and risk assessment output representations containing uncertainty were generated from a Monte Carlo framework. These representations were tested using an online survey and focus groups across regional councils, national response agencies and private companies that work with flood information. The results showed that traditional flood outputs such as depth and extent were still rated more useful than uncertain outputs such as confidence and exceedance probabilities. Larger AEPs (annual exceedance probabilities) such as 0.5% and 0.1% were seen as useful for long-term development planning but lower AEPs such as 1% and 5% were better suited for mitigation and emergency response plans. Across all the uncertainty outputs, respondents stressed the need for additional contextual information such as socio-economic overlays, area specific information such as land use and building types that would work in tandem with rebuild cost estimates and building damage data. From this feedback, a series of recommendations for presenting flood uncertainty information to decision-makers were created.

How to cite: Ash, C., Wilson, M., Hultquist, C., and White, I.: Communicating Flood Risk Uncertainty for Decision-Making in Aotearoa-New Zealand, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-15153, https://doi.org/10.5194/egusphere-egu26-15153, 2026.

Uncertainty is a defining feature of the nature of science; besides driving curiosity in research, its acknowledgement and reporting are expected to ensure transparency and credibility. However, when science is communicated to a non-expert audience, uncertainty often gets oversimplified or omitted. This practice can lead to misconceptions about science (e.g., science leads to absolute knowledge) or erode confidence when uncertainties inevitably surface. In this session, we will explore how uncertainty is framed within the Nature of Science framework of science education, and which educational strategies might be of interest for science communication. Drawing on examples from communicating planetary science, we will discuss approaches that can make uncertainty relatable and constructive, helping audiences appreciate science as a dynamic, evidence-based process rather than a collection of fixed facts.

How to cite: Stepanovic, J., Claes, S., and Sermeus, J.: Communicating the Uncertain Nature of Science Through the Lens of Science Education, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-17550, https://doi.org/10.5194/egusphere-egu26-17550, 2026.

Climate information is increasingly being produced and shared as governments, businesses and individuals need to adapt to the changing climate. Yet, communicating uncertain climate change information to non-experts remains a challenge. The information that is currently made available to non-climate science specialists is too complex for them to understand and use. A key challenge in climate science is that estimating future change comes with uncertainties which are highly technical to non-climate specialists. Nevertheless, it is paramount that when climate information is shared and used, the limitations and uncertainties attached are well understood. This is particularly important amongst audiences that lack technical familiarity with climate science. Additionally, scientists and climate service providers do not have a common approach to represent the range of future change. Some scientists place an emphasis on probabilistic projections, meanwhile others focus on the full range of plausible futures.

There has been a limited effort to assess whether the audience understands what the producer of the climate information intended. Testing or evaluating different methods and visualisations of communicating future climate information, and its related uncertainties, can provide insight into what is most effective. Isolating what is (mis)understood can shed light on how to effectively communicate future climate information. This study investigates the interpretation of different presentations of future climate information using a survey and discussion with 45 participants working within weather and disaster agencies in Madagascar. Icon arrays, climate risk narratives, key statements and verbal probability language was tested to provide insight into how practitioners understand different ways of communicating future climate information. Both probabilistic and plausible framings of uncertainty are considered to explore how participants interpret each.

The percentage of participants that selected the correct answers across comprehension questions ranged from 24-82%. For the interpretation of verbal and numeric probabilities which was communicated as “virtually certain [99-100%]”, the correct numerical probability was selected by 24% of participants, highlighting the systematic misinterpretation of verbal and numerical probabilities. The climate risk narrative provided 3 plausible narratives, however, over a third of participants incorrectly believed there were 3 narratives to allow decision makers to select a narrative that is sector relevant. Some reasons for misinterpretation were provided by the participants such as confusing legends and icons, using their prior knowledge instead of the information document or experiencing cognitive dissonance. Meanwhile some expressed difficulty understanding due to lots of information while others requested additional insights, demonstrating the need for flexibility in design.

This study has highlighted new ways of communicating climate risk as well as ineffective current practises.  Recommendations suggest that climate scientists and climate communicators should; include an explicit explanation of why there are multiple climate risk narratives; reconsider the use of numeric and verbal probability expression given they are commonly misinterpreted and consider that an individuals’ prior knowledge influences their interpretation of new information. 

How to cite: Craig, A., James, R., Kennedy-Asser, A., Stephens, E., Vincent, K., Jones, R., Taylor, A., Jack, C., McClure, A., and Shaw, C.: Communicating uncertain future climate risk: Lessons learned from adaptation and disaster risk practitioners in Madagascar, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-20429, https://doi.org/10.5194/egusphere-egu26-20429, 2026.

In this presentation, we share preliminary results from a Service-Learning (SL) course that explores uncertainties related to natural hazards and appropriate communication strategies for strengthening dialogue between science and society. The SL format enables a transdisciplinary form of collaboration, allowing students to put into practice their acquired knowledge on hazards, impacts and communication strategies by working closely with the local museum (Stadtmuseum Tübingen) to create prototypes of exhibits to engage the public with the topic.

The course was piloted in the winter semester 2025/2026 at the University of Tübingen, Germany. It brought together instructors and students from Geosciences, Rhetoric, Media Studies, and other fields to address questions like (1) how do challenges of natural hazards affect Tübingen and its residents, (2) what is done to prepare for and deal with related risks, and (3) how can we create an active dialogue between science and society to foster a better understanding of related uncertainties? 

Students explored these questions through a combination of literature and archival research, direct interactions with local experts and stakeholders, and visits to local sites where protection measures are implemented. They also collaborated with the Stadtmuseum to explore effective ways to engage the public with local hazards and related uncertainties. The course final output were students’ prototypes for exhibits that were tested in a public event for community feedback. 

Using a questionnaire, we assessed students’ perspectives on their skills acquisition, knowledge and their levels of confidence to contribute more effectively to the integrated work needed to strengthen dialogue between science and society. In this presentation, we share these results together with community feedback, and discuss some challenges we faced in course implementation, and offer potential solutions to these challenges.

How to cite: Mohadjer, S., Pelzer, M., Dietrich, P., Szymanska, G., and Schneider-Pérez, I.: Fostering Civic Engagement on Natural Hazard Uncertainty: A Service-Learning course to create an active dialogue between science and society, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-1824, https://doi.org/10.5194/egusphere-egu26-1824, 2026.

The NATRISK project is an international project, financed by Research Council of Norway (project number 337241), aimed at strengthening risk management and societal resilience to natural hazards in steep terrain through integrated research, education, and innovation. The Norwegian Geotechnical Institute is the coordinator of the project that has a budget of circa 1M euro a duration of 5 years. By connecting expertise from Brazil, India, and Norway, the project enhances the capacity of research institutions, universities, and public agencies to better understand natural hazards, quantify risk, communicate uncertainty, and improve disaster risk governance. NATRISK addresses key challenges related to multihazard processes, cascading effects, and the increasing influence of climate and demographic change on risk, while promoting knowledge exchange, mobility, and capacity building across partner countries (https://www.ngi.no/prosjekter/natrisk/).

This contribution presents the midway achievements of the NATRISK project and demonstrates how transnational collaboration generates knowledge and tools with relevance beyond the participating regions. The project is structured around four thematic pillars focusing on: (i) understanding natural hazards and multihazard interactions, (ii) quantifying and assessing risk, (iii) mitigating, perceiving, and communicating risk, and (iv) managing disaster risk and enhancing resilience. These pillars are supported by integrated education packages combining online modules, intensive courses, and field-based training, complemented by cross-pillar initiatives such as joint supervision, co-teaching, stakeholder engagement, and innovation activities.

Key activities to date include the implementation of Pillar 1 and Pillar 2 training programs. Pillar 1 activities, hosted in Norway (Oslo and Bergen area), combined lectures, practical exercises, and field excursions to enhance understanding of landslides, earthquakes, avalanches, floods, and climate-driven hazards in steep terrain. Pillar 2 activities, conducted in India (Delhi and Roorkee area), focused on qualitative and quantitative risk assessment methods, integrating exposure, vulnerability, and future climate and demographic change, and included extensive field visits to geotechnical and seismotectonic sites in the Himalayan region. These activities facilitated hands-on learning, cross-country comparison, and interaction with local experts and authorities.

Overall, the NATRISK project demonstrates the value of practice-oriented international collaboration for advancing natural hazard understanding and risk assessment while strengthening education and capacity building. The approaches, tools, and training frameworks developed within NATRISK provide transferable methods for improving disaster risk reduction and resilience in high-risk environments worldwide.

How to cite: Piciullo, L. and Gilbert, G. L.: Halfway through the NATRISK project: Enhancing risk management and resilience to natural hazards in India, Brazil and Norway through collaborative education, research and innovation, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-3894, https://doi.org/10.5194/egusphere-egu26-3894, 2026.

Computer games have fascinated people of various ages, ethnicities, professions, and socio-economic backgrounds for roughly three decades now. Since Super Mario has started solving spatial problems in the 1990s, gaming has become increasingly educational and virtual landscapes have become impressively realistic. Game engines have become accessible to non-specialists. They dramatically outcompete the interfaces of conventional simulation models in the visual representation of various types of geomorphic processes. Such processes serve as important background elements in various computer games, and gaming environments are used in risk management, e.g., for training of emergency services or in museums. However, a serious gaming experience focusing on a factually correct, educative, and exciting representation of geomorphic hazards within a broader geographic context is still missing.

We are currently developing a comprehensive physical geography game based on a synthetic virtual world representing all major biomes and geomorphic phenomena, from global to local scales. In this context, we aim to accommodate earthquake, volcanic, landslide, cryospheric, and flood hazards, including their interactions in a logical and educative setup, related to the broad-scale climatic and geo-tectonic situation. For example, stratovolcanoes at subduction zones produce ash clouds and pyroclastic flows, whereas shield volcanoes at hot spots produce lava flows. Equally, there are earthquakes in high-mountain areas triggering landslides impacting glacial lakes or impounding valleys, resulting in outburst floods. As players can move through the world by different means of transport to collect rewards and avoid risks, concepts of exposure, vulnerability and critical infrastructure can be included in the experience.

An important aim of the game is to increase the general and specific knowledge, understanding, and awareness of geohazard processes, and foster interconnected thinking. To our knowledge, no other games offer a comparable educational experience in terms of multiple interacting natural hazards and the related risks. The main target group are bachelor students of geography and related subjects, even though the game can be useful in a broad variety of educational settings. This contribution focuses on the conceptual background, specific layout, and spatio-didactic interconnections of the educational hazard experiences.

How to cite: Mergili, M., Schuller, J., Wolfschwenger, D., and Pfeffer, H.: Geogames and geohazards, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-10251, https://doi.org/10.5194/egusphere-egu26-10251, 2026.

Within the context of global change, disasters are increasing in frequency and magnitude with rising complexity, while risk landscapes are continuously reshaped by various types of hazards, societal developments and pathways. Climate change, urbanization, and geopolitical dynamics are only some factors contributing to transboundary risks that challenge conventional Disaster Risk Management (DRM) and Civil Protection (CP) approaches. These challenges require well-trained DRM and CP professionals with the capacity to operate not only across sectors but also beyond national borders to deal with, reduce or ultimately avoid potential impacts and losses.

Therefore, within the EUMA project (Creating a EUropean Higher Education Network for MAster’s Programmes in Disaster Risk Management), funded under the Union Civil Protection Mechanism / Knowledge for Action in Prevention and Preparedness, the postgraduate Master’s programme “International Disaster Management and Civil Protection” has been developed to strengthen professional capacities in disaster response and recovery as well as prevention and preparedness. In times of digitalization, new options and pathways have emerged to expand the access to DRM and CP education, including Massive Open Online Courses (MOOCs) and podcasts.

Building on these developments, the follow-up project EUMAplus aims to develop open-access educational materials for professionals and experts within Disaster Risk Management and Civil Protection, ensuring long-term accessibility to such open-access resources. This significantly contributes to advancing DRM and CP, thereby increasing resilience to disasters.  This contribution presents selected digital teaching formats, planned to be created within EUMAplus and discusses how these resources will be created and adapted to the needs of respective stakeholders. EUMAplus directly supports the Preparedness Union Strategy, particularly Key Action 15, which emphasizes integrating preparedness into education and training systems.

How to cite: Sternath, S., Fröwis, A., Marr, P., and Glade, T.: EUMAplus: Digitalization of educational materials for Disaster Management and Civil Protection experts and professionals , EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-10535, https://doi.org/10.5194/egusphere-egu26-10535, 2026.

Flooding is one of the most frequent natural hazards affecting Nepal’s lowland river basins, particularly during the monsoon. Among others, students and children are continuously exposed to these floods, as many schools are proximate to these rivers. Although flood risk awareness is high due to recurrent exposure to flooding incidents and the incorporation of flood education into the school curriculum, there remains a persistent gap in translating this awareness into informed response behavior. In this study, we assessed the effectiveness of an immersive Virtual Reality (VR)–based flood preparedness intervention for secondary school students in the Kamala River Basin of Nepal. Over the period of three months, We first (a) organize an orientation session to collect baseline information of the students (b) collect the data on local landmarks and perform drone based mapping along with 360° imagery (c) perform content analysis of national hydrometeorological agency (d) develop a scenario based gamified simulation in Unity 3D tailored for Meta Oculus 3S VR set that was used with controlled group of students aged between 12-16 years. A pre- and post-intervention mapping was conducted with 180 students to assess their knowledge gains in comprehension of flood warning signals, understanding of early warning systems, and recognition of safe evacuation zones. Results show statistically significant improvements across all preparedness indicators following the intervention (p < 0.001) with VR experience. The findings demonstrate the potential of immersive VR tools to strengthen preparedness and behavior in hazard-prone communities and support school-based disaster risk reduction as a complementary risk reduction measure within flood risk management frameworks.

How to cite: Parajuli, B. P., Baskota, P., Paudel, J., and Lekhak, K.: Immersive Flood Education for Effective Risk Communication: Field-Based Testing of Virtual Reality and Gamified Simulations for Flood Preparedness in Terai region of Nepal, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-11048, https://doi.org/10.5194/egusphere-egu26-11048, 2026.

Effective communication of complex geoscience events, such as cascading natural hazards, is challenging, particularly when addressing non-technical audiences. This study explores an approach used to raise awareness among younger generations by co-creating an interactive visualization of cascading hazards associated with landslides. The Göta River valley in Sweden is a region highly susceptible to landslides and was used as a case study for engaging upper secondary school students (ages 17–18) in a series of workshops between 2020 and 2024. The workshops combined lectures on cascading landslide dynamics with participatory activities to elicit students’ perceptions, emotional responses, and preferences for communication formats.   

The study integrated descriptive scenario-building, interaction design, and scrollytelling techniques to create a digital visualization prototype of potential cascading natural hazards. Students contributed to the development of a descriptive scenario illustrating a plausible cascade chain of events triggered by prolonged precipitation, leading to erosion, landslides, and secondary impacts such as flood waves and upstream and downstream flooding. Insights from the workshops informed the development of a storyboard design and content, emphasizing students’ needs for clarity, concise text, and hopeful messaging. The visualization prototype was implemented using a proprietary web design tool and supplemented with AI-generated illustrations to visualize potential cascading natural hazards in the case study area.

Results indicate that co-creation enhanced engagement and comprehension. Students valued interactive scrollytelling and multimedia elements as complements to traditional static risk maps. Survey responses from the final evaluation workshop showed that 86% of participants found the resulting visualization prototype to be an engaging way to learn about cascading natural hazards, while 78% considered the descriptive scenario easy to follow. Students were eager to learn more about several areas including responsibilities, impacts, and actionable solutions. They valued visual clarity and emotional resonance in the prototype. Critiques highlighted the need for more realistic imagery, even more concise text and interactive elements, and suggested future improvements such as the addition of a glossary.

This study demonstrates the potential of participatory visualization tools to complement conventional hazard communication, encouraging inclusivity and resilience by making complex cascading natural hazard processes accessible and compelling for youth audiences.

How to cite: Van Well, L., Göransson, G., Sall Vesselényi, L., Backhans, G., Bergdahl, K., Hedfors, J., and Löfroth, H.: Communicating Cascading Natural Hazards through Co-Created Visualization with Youth, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-11693, https://doi.org/10.5194/egusphere-egu26-11693, 2026.

The Netherlands is increasingly exposed to climate-related hazards such as flooding, drought, and heatwaves, which require adaptation across multiple scales. Raising awareness of these risks and of available adaptation options is particularly important in the Dutch context, as research indicates that fewer Dutch citizens believe that climate change will require them to adapt their way of life compared to the European average (European Investment Bank, 2024). Yet effective disaster preparedness must involve diverse stakeholders across all geographical scales, including at the local and household levels. Innovative approaches are therefore needed to support citizens in understanding climate risks, exploring adaptation options, and reflecting on the consequences of individual and collective decision-making under uncertainty. To address this gap, this study uses a serious game to examine individual engagement with adaptation decisions in an interactive setting.

We present Burning Lowlands, a collaborative board game designed to empower citizens to better understand, navigate, and reflect on climate adaptation choices at both household and community levels. Players represent households within a fictional Dutch city exposed to varying climate hazards such as flooding, drought, and heat stress. The game encompasses adaptation cards, a modular board representing spatial risk differences, and controlled randomness to simulate uncertain climate futures. Over multiple rounds, hazards intensify and compound, increasing time pressure and decision complexity. Players must allocate limited individual and collective adaptation resources, such as household-level measures or shared infrastructure investments, while observing trade-offs, cascading impacts, and unequal risk distribution across the city. 

The objective of the game is of a collective nature: maintain the city’s livability above a critical threshold across multiple dimensions, such as infrastructure, social well-being, and environmental quality. While individual preparedness influences household outcomes, collective decisions significantly improve city-wide resilience, demonstrating the added value of cooperation under climate risk. Failure to adapt leads to visible degradation of the landscape and reduced capacity to respond to future hazards.

To evaluate the game’s effectiveness as a climate adaptation communication tool, Burning Lowlands is implemented as a controlled experimental intervention. The research design follows a pre-post intervention framework, where participants complete surveys before and after gameplay, measuring changes in climate risk awareness, adaptation knowledge, perceived agency, and willingness to engage in collective adaptation. In-game decisions, outcomes, and interactions are observed to assess how players respond to the intensification of climate hazards, spatially differentiated risks, and resource constraints. This mixed-methods approach enables the evaluation of both learning outcomes and decision-making processes, with the resulting insights directly informing iterative refinements of the game.

By linking experimental evaluation with iterative game design, our research contributes to the development of evidence-based serious games as tools for climate adaptation communication. The findings also contribute to improved approaches for engaging citizens with climate adaptation challenges and communicating the role of collective action under uncertainty.

European Investment Bank: Most Dutch respondents think their lifestyle won’t be affected by climate change despite its growing impact, EIB survey finds, https://www.eib.org/en/press/all/2024-432-most-dutch-respondents-think-their-lifestyle-won-t-be-affected-by-climate-change-despite-its-growing-impact-eib-survey-finds (last access: 14 January 2025), 11 November 2024.

How to cite: Mijailović, M., Roos, D., Bos, H., Beumer, I., Dravilas, L., Kenar, Y., and Krasauskaite, E.: Burning Lowlands: A Serious Game to Evaluate Citizen Learning, Communication, and Decision-Making in Climate Adaptation, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-15019, https://doi.org/10.5194/egusphere-egu26-15019, 2026.

Effective communication on natural hazards is essential for building resilient communities, reducing risk and economic losses. Traditional outreach methods often struggle to engage diverse audiences, bridge the gap between science and practice, and facilitate informed decision-making.

In Italy, where over 684,000 landslides are recorded, 1.28 million inhabitants, 582,000 families, 742,000 buildings (4% of the total amount), 75,000 industrial and service facilities, and 14,000 cultural heritage sites are exposed to landslide risk, enhancing public awareness is a critical societal challenge.

The IdroGEO platform (https://idrogeo.isprambiente.it) was developed by ISPRA in 2020 to address the challenge of communication and dissemination of information on landslides and floods in Italy. IdroGEO is an innovative, easy to use, free access, open data, open source, and multilingual web application (IT, EN, FR, DE) recently enhanced with new data and tools within the GeoSciences IR research infrastructure financed by European Union NextGenerationEU. IdroGEO allows you to view, query, download, and share maps, data and reports of the Italian Landslide Inventory, national landslide and flood hazard maps, risk indicators and in situ landslide monitoring systems. The main users are decision-makers, urban and land use planners of central and local public administrations, researchers, rail and road companies, banks, insurance companies, professionals, and citizens.

IdroGEO has been built with a responsive web design approach to ensure usability and satisfaction on various devices, from minimum to maximum display size. This was particularly challenging due to the complexity of the data to be visualized on an interface user-friendly and understandable for a general audience.

Among the latest developed tools, the “AI-powered Virtual assistant” engages users in natural language dialogue, providing tailored explanations and answering questions about landslide and flood risks. The “Check the hazard” tool allows citizens and companies to obtain basic level information on landslide and flood hazards in a 500 m buffer area from their home, economic or productive activity, or a place of interest subject of a future investment. The “Scenario calculation” tool returns the elements exposed to landslides and floods on a polygon drawn on the map. These tools are designed not only to inform but also to actively involve users in understanding risk, thereby narrowing the gap between perceived and real risk. With over 305,000 users and 17 million page views since its launch, IdroGEO has demonstrated significant public engagement, including nearly 30% of traffic from mobile devices.

Within the RESILIENT Project “Risk Evaluation and Smart Implementation of Landslide monItoring by citizen Engagement and New Technologies” funded by Fondazione Cariplo, IdroGEO platform will be used for the involvement of local communities through citizen science initiatives, to improve the dissemination of hazard and risk information, increase the community awareness and promote proactive risk reduction strategies. IdroGEO exemplifies how digital innovation can transform hazard communication, foster inclusive engagement, and contribute to building a more resilient society.

How to cite: Iadanza, C., Trigila, A., Romeo, S., Dragoni, A., Biondo, T., and Di Muro, F.: The IdroGEO web platform: an innovative tool for landslide hazard and risk communication in Italy, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-16481, https://doi.org/10.5194/egusphere-egu26-16481, 2026.

One of the main obstacles to natural risk reduction is the effective communication of risks to stakeholders and the public. Although numerous instruments, models, and platforms can be integrated, the lack of common protocols and standards often requires ad hoc adjustments. This contribution presents PAER (Piattaforma Acquisizione ed Elaborazione Rischi - Risk Acquisition and Processing Platform), a newly developed web platform within the Tech4You project - Technologies for climate change adaptation and quality of life improvement, funded under the Next Gen EU framework. PAER is characterized by an extremely flexible structure that can collect data from multiple sources, including variable-time-series data, rasters, and images.

The PAER framework is a service dedicated to risk acquisition and processing, designed to store and manage heterogeneous types of data, both temporal and spatial. The platform can integrate information from ground-based monitoring networks and outputs generated by complex computational models. The service is essential for visualizing and storing environmental variables and for monitoring critical areas, thereby supporting advanced analyses and timely decision-making.

PAER targets a wide range of stakeholders, both public and private. Owing to its ease of use and flexibility in customizing data-entry methods, the service is accessible to a range of users, each with different needs and levels of expertise. Users can configure a comprehensive data-validation workflow, including automated alerts, to ensure that all collected information is accurate and reliable. The optimized database structure enables fast and efficient queries, even when managing large datasets, ensuring smooth performance. Additionally, the system supports automatic data acquisition through APIs, simplifying integration with external sources and streamlining data flow management.

The experimental validation involved multiple pilot projects across different domains. PAER successfully integrated datasets from hydrological monitoring and flood-risk assessment, including cosmic-ray neutron sensors for soil moisture estimation, pedestrian flood instability maps, and intelligent camera data from urban areas. The platform also managed in situ observations from piezometers, soil moisture probes, and meteorological stations, combined with weather forecasts produced by numerical models at regional and seasonal scales. Furthermore, PAER integrated wildfire-monitoring data, including intelligent camera imagery, regional risk maps, and automatically collected CO2 sensor measurements from forest mountainous areas. Additionally, the platform incorporates a Decision Support System (DSS) for agriculture based on the AquaCrop model, which automatically leverages other information already present in the platform and can be highly customized by users to meet specific agricultural management needs.

The experimental results confirm that PAER provides a robust, unified environment for integrating, storing, and analyzing different environmental datasets, demonstrating its suitability for multi-domain, multi-scale environmental risk monitoring applications. The platform's flexibility and scalability make it an ideal candidate for broader adoption in environmental risk management worldwide. Future developments will focus on expanding the range of integrated data sources and applying PAER to additional natural-hazard scenarios across diverse geographical contexts, thereby fostering international collaboration and knowledge sharing in risk assessment and mitigation.

How to cite: Mendicino, G., De Rango, A., Furnari, L., and Senatore, A.: PAER: A new web platform for acquisition, storage, processing, and visualization of natural risks, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-17229, https://doi.org/10.5194/egusphere-egu26-17229, 2026.

The complexity of modern environmental challenges requires a new generation of professionals capable of acting as a bridge between companies, public institutions, and the territory. Traditional academic curricula often struggle to integrate the hard sciences with the regulatory and technical skills required by the labor market. To address this gap, the University of Calabria has developed the 2nd Level Master’s degree in "Methodologies and Techniques for Environmental Protection and Management" (META).

This contribution presents the pedagogical structure and the educational objectives of the Master’s program, now in its second edition. The course is designed to train "Environmental Technicians": polyhedral professionals able to manage the interactions between anthropogenic activities and ecosystem components. The curriculum adopts a strong transdisciplinary approach, integrating modules on environmental geochemistry, geothermics, and water treatment, with petrography, geobiology, and mineralogy.

A distinctive feature of the program is its focus on specific geo-environmental health hazards, including dedicated modules on Asbestos and Health and Natural Radioactivity/Radon, which are often overlooked in standard degree courses. These theoretical foundations are combined with advanced technical training in data processing, geostatistics, and Spatial Analysis using Geographic Information Systems (GIS) , as well as a comprehensive overview of European and Italian environmental legislation.

The teaching methodology utilizes a mixed-mode approach (blended learning) to facilitate professional development. The program culminates in a mandatory internship (part of the 1500-hour workload) within companies, ensuring that students can directly apply acquired skills—such as designing monitoring networks for water, soil, and air pollution, and planning remediation interventions —in real-world scenarios. We discuss the outcomes of this educational model as a case study for higher education in geosciences.

This work is funded under the Territorial Agreements for advanced training in companies (Art. 14 bis, paragraph 2, of D.L. 152/2021) – CUP H22C24000120001

How to cite: Apollaro, C., Fuoco, I., Vespasiano, G., and Bloise, A.: Bridging academic training and professional practice in environmental protection: the multidisciplinary approach of the "META" master’s degree, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-17341, https://doi.org/10.5194/egusphere-egu26-17341, 2026.

The Canary Islands are the only region in the Spanish national territory exposed to volcanic risk, as evidenced by the 18 historical eruptions occurred during the last 600 years and the hundreds of Holocene eruptions. The recent Tajogaite eruption at Cumbre Vieja volcano (La Palma, Canary Islands) must represent a turning point in the volcanic risk management in the Canary Islands, despite the progress achieved over the past 25 years toward reducing volcanic risk in the archipelago.

This new direction should be developed through a Canary Strategy for Volcanic Risk Reduction; an operational framework designed to address and respond to the challenges that the Canary Islands face as a consequence of volcanic risk. Such a strategy should act as a driving and coordinating mechanism among the various sectoral policies, while also fostering awareness and engagement among citizens, businesses, and public administrations.

We present the results of a workshop designed for media professionals and journalists, who conducted a SWOT analysis of their sector with the aim of contributing to volcanic risk reduction in the Canary Islands. A total of 25 communication professionals (from television, radio, print media, and other outlets) from across all the islands participated in this exercise.

The results reveal a solid set of strengths, including the increasing experience of journalists in covering volcanic emergencies, the widespread availability of technological tools that enable rapid and far‑reaching communication, and enhanced coordination with institutional communication offices during crises. The media’s ability to translate complex scientific information into accessible language, counter misinformation, build public trust, and monitor compliance with public commitments also emerges as a key asset.

However, the internal analysis also highlights several significant structural weaknesses, including limited specialised training in volcanology and risk management, the absence of internal verification and coordination protocols during emergencies, and insufficient human and material resources. These weaknesses are further exacerbated by an increasing reliance on sensationalist or clickbait‑oriented approaches. Additional challenges include inadequate media familiarity with emergency plans and volcanic risk management tools, as well as information fragmentation associated with the archipelago’s double insularity.

In the external analysis, the principal threats are linked to the proliferation of fake news, information overload, the absence of scientific consensus during crises, tensions between the media and authorities, and the influence of political and economic interests. Conversely, several relevant opportunities emerge, including the development of communication policies grounded in transparency, direct access to the scientific community, the existence of specific regulatory frameworks, specialised training programmes for journalists, and the responsible use of emerging technologies, including artificial intelligence.

The workshop highlighted the crucial role of journalists as intermediaries between scientific institutions, emergency authorities, and the general public. Participants recognized that communicating about volcanoes in the Canary Islands is not only a matter of scientific accuracy but also of cultural understanding, memory, and community care. Their active engagement underscored the potential of communication to contribute meaningfully to risk reduction, particularly by fostering trust, promoting early‑warning culture, and encouraging responsible behaviour during volcanic crises.

How to cite: Luis-Méndez, T., Rodríguez, Ó., Pérez, N. M., D'Auria, L., Hernández, P. A., and Leal-Moreno, V. J. and the Participants in the SWOT analysis for the Media and Journalism sector: The role of media and journalism in volcanic risk reduction: insights from the Canary Islands , EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-17490, https://doi.org/10.5194/egusphere-egu26-17490, 2026.

The increasing frequency and complexity of geo-environmental hazards demands a new generation of professionals skilled in translating geoscientific expertise into actionable strategies for Disaster Risk Management (DRM). To bridge the gap between academic knowledge and the practical, regulatory needs of the labor market, the University of Calabria (Southern Italy) developed the 2nd Level Master's degree in "Methodologies and Techniques for Environmental Protection and Management" (META). This contribution presents the pedagogical model of META as a case study in higher education for DRM. The program is designed to train "Environmental Technicians" polyhedral professionals capable of managing risks at the interface between anthropogenic activities and ecosystems. Its transdisciplinary curriculum integrates foundational geosciences (environmental geochemistry, geothermics, petrography) with targeted modules on specific geo-environmental health hazards, such as "Asbestos and Health". This knowledge is pivotally applied to the management of Naturally Occurring Asbestos (NOA), a central and cross-cutting topic in the Master's curriculum. NOA, common in ophiolitic rocks, can release fibers into the environment through weathering, contaminating water an exposure pathway historically overlooked in favor of airborne fiber monitoring. Waterborne asbestos poses a significant risk due to its potential for transfer to air in domestic, public, and occupational settings. While the health effects of inhalation are well-established, the absence of a consensus on a safety threshold for water underscores the urgent need for the specialized skills the program provides. The Master's addresses this complexity in an integrated manner, training students in the field identification of potentially friable rocks, laboratory analysis, modeling of fiber dispersion, and risk assessment within the regulatory framework, thereby filling a critical educational gap. The program is fundamentally practice oriented, combining blended learning with a mandatory internship. During this placement, students apply key skills like designing pollution monitoring networks and planning remediation to real-world environmental risk scenarios. We present this structure, which integrates science, technical skills, and regulation, as an effective model for building a workforce capable of supporting disaster risk management. This work is funded under the Territorial Agreements for advanced training in companies (Art. 14 bis, paragraph 2, of D.L. 152/2021) – CUP H22C24000120001.

How to cite: Bloise, A., Fuoco, I., Vespasiano, G., and Apollaro, C.: Addressing Complex Geo-Environmental Risk: Integrating Naturally Occurring Asbestos (NOA) Management into a Professional Master’s Curriculum, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-17725, https://doi.org/10.5194/egusphere-egu26-17725, 2026.

The GEOMME partnership for Geohazard Mitigation, Management, and Education is an international collaboration between research institutes and universities in Norway, Japan, and South Korea. The partnership aim has been to enhance resilience to climate-driven geohazards through collaborative research and education. The project is funded by the Research Council of Norway (pnr 322469) with a duration from September 2021 to December 2026. A main objective of GEOMME has been to initiate collaborative activities that improve the collective ability of the partner countries and institutes to respond to current and emerging disaster risk management challenges to climate-driven geohazards through knowledge exchange and research-based education.

Over the past four-years, the GEOMME partners have developed and hosted four education packages focused on different aspects of climate-driven hazard and risk management. The education packages were structured as modular courses, addressing: (i) geohazards and risk in a changing climate (hosted in Tromsø, Norway in 2022), (ii) large-scale hazard and risk assessment (hosted in Niigata, Japan in 2023), (iii) monitoring, modelling, and early warning (hosted in Daejeon, South Korea in 2024), and (iv) sustainable and nature-based mitigation strategies (hosted in Florence, Italy in 2025).

Each education package consisted of a digital pre-study module followed by a two-week intensive course. The pre-study modules were used as a level-setting tool for participants with different academic backgrounds prior to attending the courses. The intensive courses combined field- and research-based training and scenario-driven learning. A key objective of the in-person activities was to bring together an international group of students, practitioners, researchers, and educators.

The aim of this contribution is to: (i) share the developed educational material and present the GEOMME partnership as a potential model for international, research-based geoscience education and (ii) reflect on key lessons learned related to interdisciplinary teaching and the transferability of this approach to other contexts.

How to cite: Gilbert, G. L., Capobianco, V., Piciullo, L., Issler, D., Yamaguchi, S., Ito, Y., Tanabe, T., Nishii, R., Niiya, H., Kwon, T.-H., Park, J.-Y., and Yune, C.-Y.: Educating for Climate-Driven Geohazard Mitigation and Management – Experience from the GEOMME International Partnership in Norway, South Korea, and Japan, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-18278, https://doi.org/10.5194/egusphere-egu26-18278, 2026.

Mountain regions provide an excellent domain to teach complex risk concepts and management strategies to students. They are subject to especially pronounced climate change and a variety of complex hazards cascades. At the same time mountain populations exposed to these hazards are often especially vulnerable due to political marginalization and fragile infrastructure. We have taken the dual challenge of researching and responding to mountain risks and the lack of multidisciplinary teaching on the same to develop course material for students of a variety of disciplines. We do so by including other ways of knowing through external speakers and serious games.

To address this issue, we draw on our recent (2023 - 2025) teaching experiences at Global Awareness Education, which is part of the Transdisciplinary Course Program at the University of Tübingen in Germany. The program offers courses on global issues related to geosciences and beyond, engaging students of all disciplines from both the University of Tübingen and CIVIS (an alliance of 11 leading universities across Europe).

Here we focus on our two recent courses ‘Asking those who feel it - local and indigenous knowledge on climate change’ and ‘Climate Risk in vulnerable mountain regions of the world’ which were implemented in both online and in-person formats. These courses introduce students to climate risks in mountain regions, how they are addressed and the role of local and indigenous knowledge in the formulation of both research and response measures. These objectives are achieved using serious games and through interactions with knowledge holders and those researching in the domain. This provides a means to immerse students from a wide range of backgrounds in the topic and challenge them to approach the topic with critical thinking.

We assessed students’ learning using questionnaires before and after the course. Feedback suggests that different proficiency levels on certain topics (such as climate models, international relations, ethnographic methods) among students presents potential drawbacks but at the same time provided the potential for peer-to-peer exchange. Co-developing teaching materials with both academic and non-academic partners allowed for active student participation, particularly through sharing of personal experiences. This has proven especially helpful when teaching students from different generations about topics that are directly linked to activities they may be involved in (e.g., engagement through Fridays for Future or Gen-Z role in bottom-up policy making).

In this presentation, we will share results from student questionnaires as well as our observations from interactions with students during interactive exercises. We will discuss the challenges we faced and our plans for a more dynamic integration of current UN and intergovernmental negotiations in the domain of mountain risks into teaching material developed for higher education.

How to cite: Steiner, J. F. and Mohadjer, S.: Asking those who feel it - indigenous knowledge on climate risks in mountains: Transdisciplinary teaching to enhance student engagement, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-18840, https://doi.org/10.5194/egusphere-egu26-18840, 2026.

Sendai Framework for Disaster Risk Reduction 2015-2030 highlights education, public awareness, and knowledge sharing as key priorities for strengthening disaster risk governance and building resilient societies (UNDRR). In this context, effective disaster risk reduction requires not only advances in scientific knowledge, but also sustained science-society interaction, inclusive risk communication, and long-term engagement strategies.

For about 20 years, the LARES Association - Italian Union of Civil Protection Experts, has been actively committed to promoting a culture of prevention and safety, bridging scientific expertise, civil protection institutions, volunteers, and citizens. LARES operates with the aim of translating scientific knowledge on natural hazards into accessible information and practical behaviours, in line with the Sendai Framework’s emphasis on education and capacity building.

LARES adopts a multidisciplinary and participatory approach, focusing on the co-production of knowledge and on educational pathways tailored to different audiences: students, educators, volunteers, professionals, and the general public. Its activities combine formal and informal education, experiential learning, and innovative communication tools to enhance risk awareness, preparedness, and individual and collective responsibility.

A cornerstone of LARES’s educational outreach is “SicuraMente Lab”, an interactive programme designed for secondary schools and universities, which has trained around 10,000 students, involving more than 70 schools and approximately 100 volunteer trainers. The project integrates workshops, hands-on activities, web platform, and expert contributions to introduce civil protection principles, multi-hazard scenarios (earthquakes, floods, landslides, and fires), and self-protection measures, fostering critical thinking and risk literacy among younger generations.

LARES also plays an active role in “Io non Rischio”, the national awareness campaign coordinated by the Italian Civil Protection Department. Through engagement in public spaces and digital formats, trained volunteers disseminate scientifically validated information on natural hazards and preparedness practices, promoting dialogue, trust-building, and shared responsibility between institutions and communities. To date, dozens of events have been organized in 9 regions, reaching thousands of people.

Public engagement is further strengthened through “Terremoti d’Italia”, an itinerant exhibition combining scientific content, historical memory, and interactive communication to explain seismic processes and promote preventive actions. Since 2007, around 30 editions have been organized in Italy and abroad with the participation of LARES volunteers.

Innovation in risk communication is a key element of LARES’s strategy. The “Sisma VR” project, a virtual reality earthquake simulation, immerses users in realistic scenarios to enhance understanding of seismic risk and appropriate response behaviours through the use of commercial VR headsets.

In addition, the popular videogame “Minecraft” has been exploited to develop a flood risk scenario in urban area using familiar digital environments to engage younger audiences, encouraging preparedness through play and simulation. The Minecraft-based scenario will soon be published on the Minecraft Education platform, making it available to teachers and educators worldwide.

Together, these initiatives demonstrate how education-oriented, science-based communication and stakeholder engagement can effectively support the diffusion of prevention and safety culture. The LARES experience provides transferable practices aligned with the Sendai Framework priorities, contributing to informed, aware, and resilient communities.

How to cite: Romeo, S. and Calabrese, D.: Innovative Tools for Disaster Risk Education: Twenty Years of LARES Initiatives in Italy, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-19045, https://doi.org/10.5194/egusphere-egu26-19045, 2026.

Disaster education remains unevenly accessible in many low-resource and disaster-prone contexts, where formal training opportunities are limited, and non-structural risk reduction measures are often under-prioritized. In the Philippines, particularly, the challenges of an archipelagic setting and the physical inaccessibility of higher learning institutions restrict options for building DRR capacity. We present an experiential analysis of designing and delivering disaster education at scale through the Fundamentals of Resilience MOOC Series in the Philippines, reframing large-scale open online courses as both educational interventions and risk communications strategies.

Drawing on mixed quantitative and qualitative data from multiple course offerings, alongside reflective documentation of iterative design decisions, we examine how abstract disaster risk reduction concepts are communicated within an open learning environment that brought together both domain experts, including DRR practitioners and educators, and highly diverse non-specialist learners. Non-expert participants ranged from students to workers in security, custodial service, and call center roles, creating a learning space with wide variation in prior knowledge, professional relevance, and familiarity with risk concepts. Particular attention is given to the communication of core ideas such as the components of disaster risk and the framing of disasters as socially constructed rather than purely natural phenomena. Changes in learner-generated definitions of resilience, visualized through keyword analysis, illustrate the conceptual shift in understanding across this heterogeneous audience.

We further explore what participation and engagement look like in open disaster education contexts. Engagement with the MOOC was non-linear and selective, calling into question the assumption that completion is the primary indicator of meaningful learning. While interactive activities and digital tools supported engagement and exploration, they also introduced new limitations, including superficial and AI-generated responses that complicate interpretations of participation and effectiveness at scale. These patterns highlight enduring tensions between innovation, accessibility, and meaningful engagement in disaster education.

Through the integration of experiential reflection, a risk communication lens, and empirical insights into learner participation, we present that MOOCs function as adaptive infrastructures for shaping public understanding of disaster risk rather than static courses to be completed. The findings and reflections contribute to ongoing debates on how innovative educational approaches can support inclusive, scalable open education in resource-constrained settings.

How to cite: Mendoza, M. M. L., Tan, G. C., and Ybañez, R. L.: Advancing Disaster Education and Risk Communication through the Fundamentals of Resilience MOOCs in the Philippines, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-22773, https://doi.org/10.5194/egusphere-egu26-22773, 2026.

Disasters associated with natural hazards are a shared and recurring experience across the Philippines, shaping everyday life, schooling, and community decision-making. This contribution presents an experiential approach to hazard and risk education that combines non-digital, hands-on classroom demonstrations with selective digital visualization tools to support conceptual learning of hazard processes and exposure among school-aged learners.

The approach was first launched in the Philippines in September 2024 through a national teachers’ workshop conducted by the University of the Philippines Resilience Institute in collaboration with the Durham University Institute of Hazard, Risk and Resilience and the UP National Institute for Science and Mathematics Education Development. The workshop brought together more than 50 secondary school science teachers from 26 schools across Luzon, including the National Capital Region, Central Luzon, and CALABARZON, providing a testbed for approaches intended to be scalable across the Philippines. Participants engaged in facilitated demonstrations and small-group activities, and were provided with take-home demonstration kits and slide decks that integrate the activities directly into their existing lesson materials. Following this initial rollout, the program continues to be delivered to both primary and secondary school teachers and students, with at least two additional implementations scheduled within 2026.

Educators are positioned as facilitators of learning, supported by low-cost, accessible, and scalable teaching tools suited to hazard-exposed, resource-constrained contexts. Activities include demonstrations of atmospheric pressure, seismic wave propagation, friction and compression forces, liquefaction, mass wasting, and earthquake mechanics using stick-slip and shake-table models. All activities are designed for replication using locally available materials and alignment with national science curricula, with emphasis on co-production, inclusivity, and adaptability across age groups.

The case demonstrates how blending simple physical demonstrations with targeted immersive tools can foster deeper understanding and appreciation of hazard processes, stimulate classroom discussion on risk, and support resilience building by establishing schools as the primary entry point for hazard knowledge that students carry into their homes and communities.

How to cite: Ybañez, R. and Malamud, B. D.: Low-Cost and Accessible Approaches to Natural Hazard Education in Secondary Schools, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-22914, https://doi.org/10.5194/egusphere-egu26-22914, 2026.

Effective hazard and risk communication requires not only the transmission of scientific knowledge but also the cultivation of curiosity, empathy, and purpose among future scientists. This contribution presents Behind The Science Podcast as a low-cost, scalable, and human-centered communication platform that advances resilience education by highlighting the personal stories, motivations, and challenges of scientists working on environmental and societal risks. The podcast is co-presented with the University of the Philippines Resilience Institute (UPRI), whose mandate to advance interdisciplinary resilience research, education, and public engagement makes it a natural institutional partner.

Rather than focusing solely on technical results, Behind the Science emphasizes the lived experiences behind resilience research—how scientists navigate uncertainty, field realities, and community engagement. This narrative-driven approach makes complex topics such as climate change, food security, fisheries sustainability, and disaster risk more relatable, particularly to students and early-career audiences. By foregrounding the human dimensions of science, the platform fosters early interest in resilience-oriented careers and encourages young listeners to see themselves as future contributors to solutions.

The podcast is produced in collaboration with The Philippine Agricultural Scientist, The Philippine Journal of Fisheries, SciEnggJ, and UPRI, and is distributed via Spotify, YouTube, and Apple Podcasts, with short-form clips adapted for social media. With approximately 100–150 listeners per episode, 19,000 Facebook followers, 6,000 YouTube subscribers, 1,800 Spotify followers, and growing audiences on other platforms, it demonstrates the viability of digital media as a complementary educational tool.

We argue that UPRI’s role as a co-presenter strengthens the podcast’s credibility, interdisciplinary scope, and alignment with national resilience goals. By combining institutional expertise with accessible storytelling, Behind The Science shows how digital platforms can raise early awareness of hazards and inspire the next generation to engage with resilience as a deeply human and socially relevant challenge.

How to cite: Lagmay, A. M. F., Flores, P. C., and Ybañez, R.: From Data to Stories: Human-Centered Podcasting for Hazard and Risk Communication, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-23036, https://doi.org/10.5194/egusphere-egu26-23036, 2026.

Improving understanding and awareness of natural disaster risks remains a key objective of disaster risk reduction (DRR), particularly in contexts where risk knowledge is limited, unevenly distributed, and where crises reinforce existing vulnerabilities. Innovative approaches to risk education and communication are therefore crucial, not only to engage communities, but also to ensure resilience in conflict-affected contexts.

In eastern Democratic Republic of Congo (DRC), highly interactive educational games—Hazagora (a board game for secondary school students) and Chukuwa (a card game for primary school children)—have been developed and tested as tools for disaster risk awareness. These games aim to facilitate experiential learning, stimulate discussion on DRR strategies, and foster the dissemination of risk knowledge beyond the classroom, particularly through children acting as drivers of communication to their families and friends. This approach lies at the interface between science, policy, and practice, and involves teachers, scientists, and civil protection practitioners.

However, the implementation of these tools has been significantly affected by a deterioration of the security context in the region, limiting field activities and long-term institutional anchoring. This situation has provided an opportunity for critical thinking about the robustness, adaptability, and communication potential of game-based DRR education in fragile contexts. Drawing on several years of interrupted experimentation and implementation, this contribution focuses on the lessons learned regarding contextualization, stakeholder engagement, and integration of such tools into educational systems, with a view to achieving sustainability of these initiatives.

Our research highlights how educational games can serve not only as learning tools, but also enable flexible communication that takes into account uncertainty, institutional constraints, and evolving local realities. These insights inform ongoing discussions on adapting games to new contexts – and, consequently, strengthening their sustainability – thus offering broader perspectives for innovative risk education and communication strategies in crisis-prone environments.

How to cite: Bahati Mutazihara, I., Bakulikira, S., Ndagana, J., Mossoux, S., Kervyn, M., Kervyn, F., and Michellier, C.: Using serious games to communicate disaster risk: Insights from interrupted implementation in Eastern DR Congo, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-23216, https://doi.org/10.5194/egusphere-egu26-23216, 2026.

Arabic Earth Now (AEN) is an interactive data visualization platform, initially developed as a localization version of NASA’s Eyes to visualize satellite data and provide learning about Earth and space science. AEN is further extended into a geo-dome globe simulator to support immersive, spatially rich learning experiences. Despite advances in geo-visualization, there remains a critical gap in research on how cultural localization and immersive presentation formats influence geoscience education, particularly among Arab learners. Moreover, the potential of localized platforms to enhance awareness of national scientific contributions remains underexplored. Hence, our contribution in this study how interaction with AEN and the simulator influences user engagement and learning outcomes. It contributes new insights into the role of culturally relevant data visualization in geoscience education. We examined the impact of AEN in a festival educational event to assess the students' engagement with AEN. Students of primary, inetrmeidate, secondary and univerysity graduation levels, were assigned to interact with AEN and the simulator in order to assess their impact before and after engagement. The students first experience the platform, and subsequently, they provide their feedback about their experience via an anonymous questionnaire. Students have shown a high level of engagement after interacting with AEN and indicate their motivation and higher intentions to reuse it again. Our findings demonstrate that AEN offers a highly engaging educational experience, as evidenced by the collected data. However, the analysis reveals a gap in effectively integrating geo-education with geo-visualization tools to enhance student participation. These results underscore the critical role of data visualization in enriching educational content and suggest that its strategic implementation can significantly improve both student and educator engagement within geoscience learning environments and fostering greater engagement. Additionally, the study highlights the value of localizing NASA’s Eyes as AEN to serve as an effective tool for geoscience learning.

How to cite: A. Almusaylim, Z., Alajmi, R., Alsinan, N., Alajmi, W., and Alnasser, A.: Evaluating the Impact of a Culturally Localized Geo-Visualization Platform on Geoscience Learning: The Arabic Earth Now Platform Study, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-2189, https://doi.org/10.5194/egusphere-egu26-2189, 2026.

Traditional 2D hazard maps often struggle to convey the complex spatial dynamics of natural hazards, particularly for users who are not accustomed to interpreting cartographic products. This limitation hinders effective risk communication and reduces the ability of local stakeholders to identify exposed areas. To address this challenge, we develop a 3D visualisation framework that transforms model outputs into intuitive, interactive representations aimed at supporting preventive planning and informed decision making.

As an initial implementation, we apply the approach to lava-flow modelling. Using one million Monte Carlo simulations, we estimate the probabilistic envelope of potential lava trajectories and extract a random subset of 10.000 paths to obtain a representative sample of the most recurrent routes. Each trajectory is interpreted as the path of a lava droplet and its interactive 3D rendering highlights the most likely flow channels of a specific simulation. By integrating infrastructure, municipalities, roads and buildings directly within the 3D environment, the tool enables non-expert users to visualise potential scenarios with greater clarity and anticipate protective actions.

The system is hazard-agnostic and constitutes a core component of a developing multi-risk evaluation platform that will incorporate spatial and temporal analyses, simulation modelling and automated 3D representations for multiple natural hazards. The 3D representation can be extended to other hazard types, offering a general framework to bridge the gap between simulation-based hazard analysis and accessible 3D communication tools.

This study was developed within the project Volcanic disaster risk management for the Canary Islands (Spain), funded by EC ECHO - Union Civil Protection Mechanism (UCPM), ref. 101193100 VOLCAN (2025-2026).

How to cite: Sánchez-Martínez, J., Maria-García, J., Cusachs, J., Marín, C., Lagresa, A., López-Saavedra, M., Arnau-Sarabia, X., Martínez-Sepúlveda, M., Schneider-Pérez, I., Jiménez-Llobet, M., and Martí, J.: Making hazard maps more intuitive: A 3D interactive visualisation framework for representing hazard flows, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-3084, https://doi.org/10.5194/egusphere-egu26-3084, 2026.

The volcanic landscapes of the Canary Islands constitute one of the most 
distinctive geoheritage assemblages in Spain, underpinning the scientific, 
educational, and touristic values that have contributed to the Spanish Inventory of 
Geological Sites of Interest (IELIG), multiple natural protected areas and UNESCO 
designations. These volcanic features not only embody an extensive record of 
geological processes but also offer an exceptional basis for sustainable tourism 
initiatives. In this context, the project ‘Canary Islands: Destination of Volcanoes’, 
seeks to establish a science-based geotourism product capable of enhancing 
public engagement while strengthening the conservation and responsible use of 
natural resources. The project employs a comprehensive methodology structured 
into nine main activities that integrate fieldwork, analytical procedures, and digital 
data processing. Building on the 300 geosites identified in the IELIG for the Canarian 
Archipelago, a specific assessment framework has been designed to select the 50 
volcanic environments with the highest scientific, educational, and tourist
potential. This process combines standards and requirements of sustainability, 
conservation status, degradation risk, accessibility, safety, and scenic-scientific
values. The selected sites are being documented through the development of digital 
mapping products, adhering to international standards for spatial data quality and 
metadata. Complementary tasks include the acquisition of high-resolution drone 
imagery, photogrammetry, and 3D geological reconstructions that support the 
creation of virtual and augmented reality models. These digital products will serve 
to design interpretive scripts, animations, and immersive environments that aim to 
communicate complex geological processes in an accessible way to the general 
public. Additional activities address the creation of a unified geotourism brand, 
development of training programmes for local employment, and support for 
emerging business initiatives in the blue and green economy. Although the results 
are still in progress, the project is expected to generate a robust portfolio of 
scientifically validated and technologically innovative tools that enhance the 
touristic use and outreach of volcanic heritage. The integration of digital maps, 
VR/AR applications and scientific communication through innovation has the 
potential to diversify the regional geotouristic model, reduce environmental impact, 
and strengthen long-term conservation strategies. Ultimately, this initiative aspires 
to position the Canary Islands as an international reference for volcano-based 
geotourism grounded in science, sustainability, and innovation.
Sub-Project 1 ‘Canary Islands, destiny of Volcanoes’ is funded by PROMOTUR 
Turismo Canarias, S.A. through Next Generation EU funds, PRTR. 2024krQ00nnn.

How to cite: Siqueira, T., Vegas, J., Lozano, G., Romero, C., Cabrera, A., Morrero, R., Sánchez, N., Casillas, R., Dorado, O., Sanz-Mangas, D., Saez-Gabarrón, L., and Galindo, I.: Transforming volcanic landscapes into knowledge: geoheritage, virtual reality technologies, and geotourism in the Canary Islands, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-3909, https://doi.org/10.5194/egusphere-egu26-3909, 2026.

To understand disaster damage, ground-based and aerial photographs taken during or after hazard events are commonly used. These images are also valuable for geography education. In particular, university students in a teacher training course are required to understand the characteristics of disasters, as they will be responsible for teaching these topics to their pupils. However, some students have difficulty achieving a sufficient understanding of actual disasters because of differences in scale among photographs taken from airplanes, drones, and ground-level viewpoints. To facilitate students’ understanding of disasters, it is necessary to develop a teaching program and educational materials that can connect geospatial products across multiple spatial scales. In this study, we designed a one-day workshop program integrating GIS and VR technologies. The workshop enabled students to learn about the impacts and damage of the 2024 Noto Peninsula Earthquake while operating two GIS applications and a VR device, allowing them to observe the area from different viewing perspectives. The workshop consisted of four parts: (1) a lecture on basic concepts of GIS and remote sensing, (2) a short lecture summarizing the 2024 Noto Peninsula Earthquake and a WebGIS-based comparison of aerial photographs taken before and after the disaster, (3) visualization of damaged buildings and terrain using QGIS, and (4) five minutes of VR-based fieldwork using a head-mounted display. Each section lasted 90 minutes. The second section was conducted in groups of four students. This workshop was conducted as part of a graduate school course in a teacher training program, with a total of eight students participating. Students’ learning outcomes in each section were assessed through a questionnaire survey. The results indicate that although individual materials have limitations in representing regional characteristics, integrating educational materials across multiple spatial scales deepened students’ understanding of the disaster. In particular, VR-based fieldwork enhanced students’ understanding of actual disaster damage, such as collapsed buildings.

How to cite: Yamauchi, H., Iizuka, K., and Ogura, T.: Implementation of a Workshop for Disaster Education on the 2024 Noto Peninsula Earthquake Using Multi-Scale Geospatial Products Integrating GIS and Immersive VR, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-4335, https://doi.org/10.5194/egusphere-egu26-4335, 2026.

The rapid advances in computing, multimedia, and virtual reality technologies provides new opportunities for communicating and visualising scientific information. Virtual Tours (VTs), based on 360-degree imagery enriched with multimedia content such as graphical explanations, audio and videos offer a user-friendly way to explore scientific facilities. Interactive navigation enables users to understand research infrastructures from multiple perspectives and at their own pace.

Within ACTRIS-FR, the French component of the European Aerosol, Clouds and Trace Gases research infrastructure (ACTRIS), VTs serve as a tool to make atmospheric research stations more accessible and transparent. Historically, ACTRIS facilities - observation stations, mobile platforms and atmospheric simulation chambers -  have often been associated with limited accessibility due to security, safety, or logistical constraints. VTs break down these barriers by providing a realistic and informative representation of the facilities, enabling students, visiting researchers, and the general public to better understand the scale, layout, and purpose of the instruments and measurements before visiting, or even when travel is restricted.

The approach was developed in collaboration with SMEAR Estonia platform’s developer. The methodology allows the creation of tailored content for different target groups: for example, technicians may access specific data sets/curves, and documentation, while educators and outreach professionals can integrate simplified explanations, posters, links to videos  to support teaching. This flexibility allows a single VT to be easily tailored to various uses, ranging from outreach and training to scientific communication and access preparation.

Several ACTRIS-FR sites already use VTs to strengthen their visibility and foster greater user interaction. The tours can be embedded in websites, communication materials via QR codes and showcased at conferences, exhibitions, or as part of transnational access projects such as the Horizon Europe project IRISCC. They also support ACTRIS’s broader mission of modernising outreach activities and improving interaction with the education sector and the general public.

Developing high-quality VTs poses several challenges, as producing accurate and meaningful content requires significant involvement from scientists and technical staff, along with time-consuming data collection and careful attention to visual resolution and metadata consistency. 

The poster will outline the development of ACTRIS France VTs, discussing both the benefits and limitations, while also exploring opportunities to integrate multimedia. It will also emphasize the value of VTs as training tools for technicians, scientists, and students, and their potential to enhance accessibility, transparency, and cross-country collaborations. The tours not only facilitate a deeper understanding of the work being conducted at the facility, but also contribute to raising general awareness and knowledge about distributed research infrastructures, promoting a broader appreciation of the complex research ecosystem.

How to cite: Dubost, A., Faber, M., Philippin, S., Peyre, G., Wu, Z., and Krasnov, D.: Improving ACTRIS Scientific Outreach through Immersive Virtual Tours, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-4938, https://doi.org/10.5194/egusphere-egu26-4938, 2026.

Climate change is reshaping aquatic food webs, altering the dietary quality available to fish and, with it, their cognitive performance, behavior, and fitness. Because wild fish are a critical source of omega-3 polyunsaturated fatty acids (PUFAs) for humans, the ecological and societal relevance of these changes transcends aquatic systems. BrainFood is a science communication initiative that translates the research of the 4FatQs project—on the role of omega-3 PUFAs for cognition in wild fish—into accessible, engaging, and evidence-informed digital learning experiences for broad audiences.

BrainFood deploys a suite of 5 interactive short stories (each ≤5 minutes), built with 360° images and videos hosted in the CenarioVR environment and accessible via web link or QR code on smartphones, tablets, laptops, and optional VR headsets. The stories interlink methods, findings, and implications of 4FatQs through multimodal elements—narrated video, animated gifs, audio overlays, quizzes, and mini-games—allowing non-linear exploration without cognitive overload. Example modules include “A Day in the Life of Trout,” which introduces tracking technologiesto study movement and behavior, and “Hide and Seek!”, a game-based exploration of camouflage and rapid color change in salmonids. Additionally, the stories have a strong focus on how this information was generated – a key element of science literacy. All materials are designed for inclusion and accessibility (high-contrast layouts, dyslexia-friendly fonts, voice-over options, and alternatives for those with hearing impairments).

BrainFood’s originality lies not in technological novelty, but in the strategic integration of: (i) multi-device, low-barrier 360° learning experiences; (ii) targeted deployment through multiplier venues and events; (iii) rigorous, real-time co-creation and optimization; and (iv) explicit alignment with science literacy goals. By foregrounding methods as well as findings, the platform demystifies how aquatic ecologists generate evidence—field observation, mesocosm experiments, laboratory analyses—and reveals cascading links between climate, food quality, cognition, and ecosystem health.

A distinctive feature of BrainFood is its co-creation and evaluation pipeline. The initial pilot set of five stories will be deployed at the Haus der Wildnis visitor center (Lunz am See, Austria) and an additional 10 stories will be created based on the feedback from our pilot users.

How to cite: Coulson, L. E., Feldbacher, E., Köck, B., Weigelhofer, G., Zitek, A., and Zavorka, L.: BrainFood: Semi-immersive, 360° learning experiences to communicate research on fish cognition, food quality, and climate change, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-6335, https://doi.org/10.5194/egusphere-egu26-6335, 2026.

Geophysics education is often challenging, as it entails explaining complicated physical processes that take place inside the Earth. Because these processes happen below the surface of the Earth, it can be difficult for students to connect to the material and understand what is happening. As a result, it is hard for students to make the link between the abstract explanation of the processes to the physical measurements that are performed during fieldwork.

A novel way to close the gap between theory and fieldwork is the use of Virtual Reality or VR. VR allows a student to fully immerse themselves into a digital twin of reality and to experience and visualize processes that are invisible in real life. This is the purpose of Geoscience Processes Virtual Education or GeoProVE. In this application, we have developed a fully immersive and interactive scenario where a student can learn about Ground Penetrating Radar or GPR. The use performs a GPR measurement along a line and is guided with questions to understand how the data are acquired and why specific patterns arise. One of the major features is the ability to pull the subsurface out of the ground, to see how the waves propagate through the subsurface and interact with objects, such as pipes and the water table, in the subsurface. Several setups with increasing complexity are shown to the students, with a strong emphasis on challenge-based learning through a scoring system.

Aside from the GPR scenario, a scenario focused on offshore 3D seismics is also in development for GeoProVE, with the aim to create additional scenarios focused on ERT and geothermal applications. GeoProVE is intended to become fully open source so other developers can contribute to the knowledge base. The application has shown positive engagement from students for geophysics education. We will demonstrate the development of GeoProVE along with its main features.

How to cite: Brackenhoff, J., Rulff, P., Chen, J., Bruna, P.-O., Daniilidis, A., Krooneman, A.-J., Pranata Andoko, Y., and Freeke, A.: GeoProVE – How to use Virtual Reality for Geophysics Education, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-6754, https://doi.org/10.5194/egusphere-egu26-6754, 2026.

This study develops an immersive Virtual Reality (VR) pedagogical framework to mitigate the spatial cognitive constraints inherent in conventional two-dimensional disaster-prevention education. It focuses on the 2024 Noto Peninsula landslide events in Japan. By integrating high-precision digital elevation models and satellite imagery, the produced system reconstructs post-disaster terrains to facilitate high-fidelity risk communication. The interaction logic, governed by the natural user interface principles, incorporates a multi-perspective switching mechanism that enables users to conduct comprehensive analyses of disaster sites across varying spatial scales.

The system architecture comprises two core modules: the "VR Geological Museum" for knowledge acquisition and the "Evacuation Simulation" for practical application, enabling deep transfer from conceptual understanding to survival skills. The former employs a task-driven strategy and a "macro-micro" dual-perspective observation model. It transforms abstract geological knowledge into intuitive interactive experiences through high-precision 3D reconstructions of landslide topography, effectively lowering the cognitive threshold for non-expert learners. Complementing this, the evacuation simulation module integrates official landslide-disaster warning area maps from the Geospatial Information Authority of Japan. Grounded in embodied cognition theory, this module implements a "trial-and-error" feedback mechanism. By navigating highly restored disaster evolution scenarios, users translate static warning information into dynamic survival capabilities, thereby completing the cognitive loop from theoretical understanding to behavioral practice.

The pedagogical efficacy of the system was empirically validated through a randomized controlled trial, utilizing multidimensional standardized metrics, including the Presence Questionnaire, the System Usability Scale, and the NASA Task Load Index for workload assessment. Experimental results demonstrate that the system significantly outperforms traditional text-based media in knowledge internalization, risk perception accuracy, and survival decision-making efficiency. The core contribution of this research lies in the deep integration of high-fidelity geospatial data with immersive interaction, establishing a verifiable technical paradigm for disaster education. This approach effectively dismantles barriers to professional knowledge. It enhances disaster preparedness and evacuation efficacy across diverse demographic backgrounds, providing a robust theoretical and technical foundation for the universalization of geohazard education.

How to cite: Zhou, Y., Yu, B., and Oguchi, T.: The Eye of Disaster: Development and Evaluation of a VR-Based Landslide Education System, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-9331, https://doi.org/10.5194/egusphere-egu26-9331, 2026.

The MagNetZ (Magnetic Network on Zoom) webinar series stands as a cornerstone for geomagnetism research, hosting online seminars since the early 2020. Launched amid COVID-19 constraints, MagNetZ are convened by a team of scientists to give visibility to scientific work of both leading scientists and early career researchers, to foster virtual collaboration, overcoming geographical limits for students and professionals alike. It promotes open science sharing, with broad appeal evidenced by international viewership and institutional ties. The presentations typically began with a short talk, followed by interactive Q&A space, which are both recorded, post-edited and published on YouTube (https://www.youtube.com/@MagNetZ) in a continuously growing archive of recorded content. These webinars are also uploaded to the EarthRef.org Digital Archive (ERDA), development and maintained by the EarthRef.org Database Team and can be cited. Thus far, more than 80 webinars are available for viewing. MagNetZ also supports for national meetings, such as the UK-based annual Magnetic Interactions meeting, offering them the platform to view the recordings of three meetings so far. The webinars provide in-depth discussions on paleo- and rock-magnetism and geomagnetic modeling, with topics spanning from geo- and planetary magnetic field dynamics to mineral properties studies for paleoclimatic reconstructions, from paleomagnetic data for geodynamic applications to archaeomagnetism, and more. The core features of MagNetZ are to ensure accessibility for all genders, all career stages and geographical distributions, enhancing community networks, and serving as an educational hub for magnetic data in tectonics and climate studies. Its YouTube platform ensures enduring access, sparking collaborations and awareness.

How to cite: Di Chiara, A., Paterson, G., Thallner, D., Milanese, F., van der Boon, A., Bonilla-Alba, R., Robustelli-Test, C., Cych, B., Bono, R., and Nagy, L.: Virtual Frontiers in Earth Magnetism: The legacy of MagNetZ webinar series , EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-10349, https://doi.org/10.5194/egusphere-egu26-10349, 2026.

During the last decades, the compound effect of natural hazards such as landslides, floods/flash floods, and earthquakes highlighted a priority field of scientific research (multi-hazard risk), derived from the close connection with their increasingly accentuated impacts on society and the environment. The amplification of consequences as a result of complex interaction mechanisms leads to increased exposure and prolonged recovery time for affected communities, thereby reducing overall resilience. The very recent development of new theoretical-methodological concepts, such as Virtual Reality (VR) offers enhanced opportunities to explore evolutionary processes of landforms and resulting landscapes, enabling the discovery, calibration, and validation of advanced solutions for risk perception, understanding, awareness, communication, and management. In this context, and in response to the challenges of the contemporary period, marked by rapid environmental changes, a new VR platform started to be developed within the SPEER-A (Interreg) project, focusing on the Vrancea seismic region, the most important intermediate-depth seismic source of Europe, an area intensely affected by earthquakes, landslides, and flash floods. The objectives of the VR-GeoLab are: i) to create a VR-based transdisciplinary solution (following a co-creation, co-design, and co-dissemination approach) of real-time interaction of scientific research products with other stakeholders involved in the management of multi-hazard scenarios, which ii) integrates the results of scientific research into a modern, enhanced reality and collaborative knowledge and relational framework, and iii) increase the societal resilience by improving the spatio-temporal perception of the multi-hazard environments through immersive, virtual representations of hazards’ interaction, conditioning factors, exposure, and vulnerability. In this way, VR-GeoLab provides an innovative platform for promoting scientific resultsto a wide range of stakeholders, in a multi-dimensional integrated, interactive, immersive and collaborative way, thus contributing with consistent added value not only for educational promotion and capacity building, but also for opening new research horizons through the integration of advanced digital interaction tools in future applications of international research and educational projects. Acknowledgements: this work is supported by the Interreg NEXT Black Sea Basin Programme under grant agreement no. BSB01197 - Strengthening and Promoting Earthquake Emergency Response and Rescue Capacity in the BSB Area (SPEER-A).

How to cite: Micu, M., Dumitrica, C., Mitrica, B., Morosanu, G., and Roznovietchi, I.: VR-GeoLab: a platform for multi-hazard understanding and risk communication, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-13637, https://doi.org/10.5194/egusphere-egu26-13637, 2026.

Scientists from different disciplines (e.g., eddy covariance fluxes, remote sensing, or ecology) work together at long-term ecosystem stations to monitor ecosystem responses to climate change. These stations are heavily equipped with automated sensors that continuously measure, and they support regular campaigns in which scientists take numerous samples and measurements. Networks of these stations have provided a critical understanding of ecosystems' responses to extreme events and other consequences of climate change, and therefore, society must be aware of the relevance of this kind of infrastructure. However, presenting these stations to the general public or students is complex, as they may be located in isolated areas, and hosting large numbers of visitors can perturb the ecosystem, affecting observations and their interpretation. Furthermore, the diversity of topics and knowledge gathered in these stations can overwhelm communication.

In this context, virtual reality offers unmatched advantages to bring the general public to these research stations from anywhere. We present the “Sentinel Dehesa” virtual tour, a virtual reality environment of the ecosystem station at Majadas de Tiétar, in Cáceres, Spain, which is included in the International Carbon Observatory System (ICOS). The station monitors a Mediterranean savanna, an agroecosystem characterized by its sustainability but jeopardized by climate change. The station continuously measures surface-atmosphere energy, carbon, and water fluxes using micrometeorological and eddy covariance techniques. Furthermore, remote sensing scientists conduct regular campaigns to measure vegetation spectral and biophysical properties and relate them to satellite imagery. In this virtual environment, visitors can learn about the sensors and measurements performed on the site as they move through different information points that provide multilingual content.

This virtual tour is available both for VR goggles and web browsers (https://speclab.csic.es/en/) and has been used for educational and outreach activities, attracting the interest of secondary students and being highly valued by their teachers.

How to cite: Pacheco-Labrador, J., de la Cal Martín, E., Martín, M. P., El-Madany, T. S., Raya-Sereno, M. D., Burchard-Levine, V., Casillas, L., Bustos-Caparrós, J. R., and Lagranja, J.: The Sentinel Dehesa: A virtual tour of an ICOS Research Ecosystem Station, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-17240, https://doi.org/10.5194/egusphere-egu26-17240, 2026.

Many widely used tools for communicating and teaching Earth observation and modeled climate data still struggle to convey spatiotemporal phenomena: visualization is often limited to 2D map views, interfaces can prove difficult for non-experts, and workflows might not be easily transferred from curated examples to large or in-progress research datasets. This creates a gap between public-facing visualization, classroom use and research workflows.

We present Lexcube, a multi-platform ecosystem for interactive exploration and visualization of Earth system "data cubes", i.e., large remote sensing and modelled data sets. Lexcube provides an immersive, interactive 3D "data cube" view where all dimensions (space and time) are treated equally, enabling users to easily reveal spatiotemporal dynamics that are not visible in 2D map-based interfaces. Over its development in the last years, Lexcube has been used in education, outreach, and research. Our goal was to emphasize intuitive navigation and low barriers of entry while being capable of visualizing large data sets with minimal hassles. Lexcube has been deployed in multiple forms: 

• (1) Lexcube.org, an interactive data cube exploration and visualization web app, with no coding or infrastructure required. It runs on desktop and mobile devices with minimal hardware requirements, and has been regularly used in teaching.
• (2) Lexcube for Jupyter, an open-source Python package aimed at scientists, that allows to visualize any 3D data set as an interactive data cube in Jupyter notebooks.
• (3) Two museum exhibits, featuring simplified versions of the Lexcube.org interface with curated data sets and explainer texts relevant to its respective exhibition.
• (4) A physical interactive data cube, a large museum-style installation that displays data cubes in physical space through five square touch screens assembled in the shape of a cube, offering the same capability and data sets as Lexcube.org, but proving even more accessible as no virtual 3D environment or software has to be navigated at all.
• (5) The option to create physical paper data cubes from templates generated by Lexcube, assembled by cutting and glueing, offering a low-cost and engaging piece of science communication.

In the future, we are looking to strengthen the education and science communication use cases for the Lexcube platform and are very interested for feedback and ideas for possible future developments. These could include a virtual reality deployment to particularly explore extreme events as 3D voxel clouds over space and time as well as offering simple data processing operators beyond pure data visualization.

How to cite: Söchting, M. and Mahecha, M. D.: Lexcube: A multi-platform "data cube" ecosystem for immersive exploration of Earth system datasets in education, outreach and research, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-17709, https://doi.org/10.5194/egusphere-egu26-17709, 2026.

Climate data is complex to understand and observe with variables covering the 3D surface of the globe and changing over time. Consequently, it is difficult to convey rich climate information through static 2D images. To address this, we designed and built interactive 3D Earth models using the Unity game engine to visualise data from the Tropospheric Monitoring Instrument (TROPOMI) satellite. These virtual world models aim to help researchers share climate insights more effectively and make them accessible to the public. 

The immersive environment presents the use of a number of 3D Earth objects. The first one displays the ‘XCH4’ variable (column-averaged dry-air mole fraction of methane in ppb) for an entire month, allowing the user to cycle through months via a controller. The Earth spins on its axis, automatically displaying methane concentrations, while the user can manually adjust the view to inspect regions of interest. A second Earth object features an automatic animation displaying the density of data points collected by the TROPOMI satellite as days progress. We also render auxiliary reference globes without thematic overlays and include a 2D static plot of atmospheric Methane (ppb) for 2023 for comparison. 

The entire layout is optimised for immersive systems, specifically where the user is positioned centrally within a 360-degree display ring, such as the Reality Emulator at the University of Bristol, a VR-enabled ‘CAVE’ system. Audience feedback thus far has been highly positive: the immersive 3D visualisation gave participants a clearer view of methane concentrations across the Earth and deepened their interest in the planet’s atmosphere. It also sparked curiosity about the factors affecting atmospheric composition, prompting many questions about methane sources and satellite monitoring. This setup demonstrates the potential of virtual reality in communicating high-dimensional earth science data. 

How to cite: Sahota, A., Fillola, E., K. T. Ng, A., Clark, J., Keshtmand, N., Rigby, M., and Santos-Rodriguez, R.: Interactive 3D Earth Models in Unity to Visualise TROPOMI Satellite Climate Data, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-20973, https://doi.org/10.5194/egusphere-egu26-20973, 2026.

Teaching hazards and risk often requires engagement with complex, dynamic and inaccessible environments. Virtual reality (VR) provides a practical means of supporting immersive, place-based learning. This contribution presents the use of VR as a facilitated teaching tool within hazards and risk education.

VR sessions were delivered to master's and undergraduate students (one session of 12 students), 2nd year undergraduate students (two sessions of 13 students) and to pre-university Sixth Form students (two sessions of 12 students) using Meta Quest 3 and Quest Pro headsets and the Wander platform of global Google Street (and user uploaded) images. The sessions included virtual visits to hazard-relevant locations, including informal settlements in Kenya, earthquake-affected urban environments in Japan (using before-and-after imagery to examine building tilt), rockfall-prone landscapes in Nepal, time-lapse environmental change in Durham, a broader VR-based field trip to Israel and another session following along the coastline of a Kayaker in Oman. Each activity combined guided VR exploration with structured discussion of hazard processes, exposure, vulnerability and resilience.

The use of VR supported spatial understanding, comparison between contrasting hazard contexts, and student engagement. Key considerations included group size, facilitation, accessibility, and the importance of integrating VR with non-digital teaching methods rather than using VR in isolation. These examples demonstrate how immersive technologies can be effectively incorporated into hazards and risk education across educational levels, while highlighting the need for critical reflection on learning outcomes and evaluation.

How to cite: Malamud, B., Follows, E., and Trasler, F.: Using Virtual Reality to Support Hazards and Risk Education, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-23234, https://doi.org/10.5194/egusphere-egu26-23234, 2026.

When the world warms, the cold part of the world over water warms fastest. In the last three times ten years, this coldest parts has warmed three to four times faster than the whole world. It is warming faster because when it warms, there is more water instead of ice. Water becomes more warm than ice when the sun is up because it is darker, and the sun warms dark things more than bright things. But the cold part warms most when the sun is down, because the water has warmed when the sun was up, and now the water needs to cool before it can become ice again. The cold part also warms more when the sun is down because here, the air warms most near the water. In the warm part of the world, the air warms most further up, close to space, and then the warm goes out to space. We now try to understand if water drops in the sky make the cold part of the world warm faster. When it warms, there are more water drops in the sky instead of bits of ice, and when the sun is down, water drops in the sky warm more than ice does. When we use a computer to find out how the world warms, the computer does not understand well how ice in the sky is different from water in the sky when the sun is down in the cold part of the world. But we sent people there for a year, and they had a box with strong light and other waves that could see the water and ice in the sky. They could also see how water and ice were different. We now also have a box with light and waves that can see ice and water in the sky going around the world in space. This will help us to understand how water and ice in the sky are important for the cold part of the world, and the faster warming of the cold part of the world when then sun is down. Maybe the cold part of the world also warms faster because more warm air and water goes from the warm part of the world to the cold part when the world warms. We use a computer to understand how much warm air goes from the warm part of the world to the cold part, and how much cold air goes back - now and when the world is warmer.

How to cite: Pithan, F.: Why does the cold part of the world with water warm so fast?, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-5663, https://doi.org/10.5194/egusphere-egu26-5663, 2026.

I want to explain a thing that happens in cold sky water. By cold sky water I mean the white or sometimes grey things we see above us that make rain or cold, white, hard rain. When it is cold but not very cold, the cold sky water can be made out of wet water or ice. Often the cold sky water is made out of both wet water and ice. The wet water would also like to be ice, because it is cold. But the wet water needs something to begin making it to ice. This something are very small things in the air. But not all small things in the air make wet water into ice. And this works better when it is colder (but not very cold, then wet water can become ice without the small things). When we look at the very small things and ice in the same air that is cold but not very cold, we often see many more ice than small things that make wet water into ice. That seems strange. But we can explain this with a bright idea. What if ice can make more ice without the small things that make wet water into ice. That can happen when ice hits other ice and small ice breaks off but also in other ways. In my up-goer five talk, I want to explain this idea more and talk about how I look into this second way to make ice in cold sky water in the land of the ice.

How to cite: Maherndl, N.: How ice in cold sky water can make more ice and why that's important, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-6390, https://doi.org/10.5194/egusphere-egu26-6390, 2026.

I am going to talk about how we make stories about change in our lives when we know that cold and hot days, rain and wind will change. The reasons for the changes are in many cases what people do. And the changes will make people's lives worse. We tell people how to plan for that. We have computer pictures of the world that look like real, but are a bit different. We have a lot of them. Then we put them together and see what they show. We also take a very good one, and a very bad one, and see in what they do not agree.

How to cite: Holtanova, E.: How to tell what will come tomorrow with computer pictures of the real world, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-9292, https://doi.org/10.5194/egusphere-egu26-9292, 2026.

The up-area is warming faster than the rest of the large rock we are living on. This is not well understood. It is caused by many things happening near and far from the up-area. We need to better understand how things in the air move from further down into the up-area, and how these things are moved around inside the up-area. With “things” we mean the warmth of the air, the water in the air, and tiny rocks and water drops in the air. It is very important to know how many tiny rocks and water drops are in the air in the up-area, because they can throw back sun light or make the air white if the air can not hold the water anymore. This is important to understand why the up-area is warming faster.

In this work, we try to better figure out how much warmth and water in the air, and how many tiny rocks and water drops in the air move to the up-area and how they are moved around. We can see these things in the air at a few points in the up-area and use a move-with-parts computer picture to follow them back in time to see where they came from.

We focus on short time windows in which a lot of warm and wet air is moved to the up-area, because we know that almost 30% of all air water that is moved to the up-area in a year, is moved there during these short time windows (in the cold time of the year). Many of these warm and wet time windows happen during large air blocking which makes the mean air move direction change from right to up, bringing more warm, wet, and white air into the up-area. These warm and wet time windows also show more tiny rocks and water drops being move to the up-area.

How to cite: Plach, A.: Understanding How Things In The Air Move To The Up-Area, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-12619, https://doi.org/10.5194/egusphere-egu26-12619, 2026.

We study second-bad green house air-stuff, that makes the world very warm. It comes from many places: food making, get black under ground burn stuff, water and wet land, burning green stuff that lives, from other stuff from the outside world, and it goes away in air when it meets almost water. We study the up go of second-bad green house air-stuff in the place right down from here, because there is lots of black under ground burn stuff, so lots of up go. People use numbers from places where second-bad green house air-stuff comes from to get up go – we call this bottom up up go -  but this is very hard and maybe can be wrong.

We use space eye in the sky and a computer beautiful human to get up go of second-bad green house air-stuff. That we call top down up go. The computer beautiful human follows tiny round things from what space eye in the sky sees to the place of up go. It tells us how much of what space eye in the sky sees changes, when up go changes. With this, we think with numbers and we get up go, so that space eye in the sky says more yes. In the end we see if top down up go is the same or different then bottom up up go and how wrong bottom up up go is. This helps very important people to think of how to make less up go of second-bad green house air-stuff in the place right down from here.

How to cite: Vojta, M.: Top down up go of second-bad green house air-stuff in the place right down from here, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-12833, https://doi.org/10.5194/egusphere-egu26-12833, 2026.

In the context of climate change, we typically focus on the impact of individual sectors on the climate. For example, the warming effect of aviation. Far less consideration is given to the inverse relationship, i.e. how a warming climate affects aviation. This talk highlights why the link between a changing atmosphere and future aircraft design deserves greater attention, with a particular focus on the implications of more frequent and intense atmospheric turbulence.

Up-Goer Five version: When we talk about how the world is getting hotter, we usually think about how different parts of our lives make this happen. Such as, how flying makes the world warmer. We think much less about the other way around - how a hotter world changes flying and people-flying-things. This talk is about why we should care more about how a warmer world will cause the people-flying-things to suddenly shake up and down more often with more force. And how this changes what people-flying-things will look like and how they work in a warmed world.

How to cite: Wong, H. L.: How does a warming world change people-flying-things?, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-13837, https://doi.org/10.5194/egusphere-egu26-13837, 2026.

Our ground ball is warming because it gets more light from the Sun than it sends out to space. Our ground ball is sending out less light now than it did a few years ago, and less than we expected, which is concerning because this means that the ground ball will keep warming for longer.

It is important to understand the light going in and out, and to continue looking at it to see how it changes over time. There are space boxes that look at the light right now, but these boxes will stop looking in a few years, so there are plans for new space boxes that will look later.

We are working on a new space box called the long-time ground-ball-looker ('ECO'). By looking up and down at the same time, this box will help us know how much light is going in and out every year. This will help us understand how quickly our ground ball is warming, and make it easier to figure out when it will stop warming.

How to cite: Hocking, T., Linder, B., Megner, L., and Mauritsen, T.: Long-time ground-ball-looker: A new space box that will help us understand how quickly our ground ball is warming, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-17641, https://doi.org/10.5194/egusphere-egu26-17641, 2026.

To know how warm it will be tomorrow, we must first know how warm it is now. But maybe to know how warm it is tomorrow at one place, it is better to know how warm it is now at some other place? But where is the best place to know how warm it is now? We have made a way to guess where the best place is to know about now, to get the best guess for tomorrow. We try out our idea on a very simple game problem, and we find that our idea doesn't work to make the guess for tomorrow better. But it works for the day after tomorrow! This shows that our idea could also be used for real-world problems, telling sky cars where to go so that we know best how warm it will be the day after tomorrow.    

How to cite: Griewank, P. and Hartl, H.: Trying out ideas to make our guess how warm it will be tomorrow better , EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-17645, https://doi.org/10.5194/egusphere-egu26-17645, 2026.

Really high up in the sky, high-high,

around the cold time of the year,

a turning body of crazy cold air forms

(a lot colder than on the ground)

and it turns and turns really fast.

The turning body of crazy cold air is strong

but up-going waves can tear it down.

A sudden warming this is called!!

Can be by even 50 warm part numbers or more!

Weird numbers about air-turning this can track

The turning body of crazy cold air...

… and its quick warming and death

After a sudden warming, weird winds reach down to the ground,

so normal left winds change more to the right…

… from time to time

So how does this work, you wonder?

Written on the waves is...

… the answer to a... sudden... warming stoooooory!

How to cite: Pilch Kedzierski, R.: A Sudden Warming Story, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-19531, https://doi.org/10.5194/egusphere-egu26-19531, 2026.

The Up-Goer Five challenge frames communication barriers as a problem of language. But just as some people “get” XKCD and others do not, the deeper barrier is not vocabulary itself, but perception. How we write and speak reflects how we see the world, and those perceptions are shaped by exposure and lived experience. This is the deeper issue of climate literacy.
 
The common failure in science communication is that words appear to be shared but are not. Scientists can assume that meanings travel with words, whereas in practice audiences bring their own meanings. The result is invisible jargon: misunderstandings are created not by unfamiliar terms but by familiar words used in unfamiliar ways. Adapting language to an audience is therefore necessary but insufficient. Effective communication also depends on whether we can see the issue as the audience sees it, and then use words in the way they are normally used and understood within that context. This sounds obvious, which is exactly why it matters.
 
The problem is not only that audiences do not understand our words, but that they understand them differently. This leads to the familiar frustration of “We used plain language, why didn’t it work?”, and represents the barrier of false familiarity.
 
In this presentation, we draw on experiences and ongoing discussions within WCRP RIfS (https://www.wcrp-rifs.org) to revisit the concept of climate literacy by explicitly linking words with perception, and show how we are exploring ways to move climate communication toward genuinely shared understanding.

How to cite: Hewitson, B., Bojovic, D., Lam, T., and Maina, J.: Invisible Jargon: When Familiar Words Fail, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-21887, https://doi.org/10.5194/egusphere-egu26-21887, 2026.

In fall one and a half years ago, a low air-push area called Boris brought a lot of rain to this land and caused high water going over places. Understanding where the water came from is important for planning for such things in the coming time. Here we followed water with a computer to find out where it started and how it moved through the air. We saw that a lot of water came from the middle water and from the right big land. The part from the middle water was probably so big because of the warm water top at the time. With the help of a second computer we found that if the top of the middle water had been less warm, there would have been less water from there and also less rain in this land. This means that such rain could happen more often with world warming.

How to cite: Duetsch, M.: Starting places of the water causing heavy rain in this land one and a half years ago, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-21943, https://doi.org/10.5194/egusphere-egu26-21943, 2026.

Given the increasing water scarcity in northern and central Chile, characterized by declining rainfall, rising temperatures, and growing water demand, it is crucial to explore alternative sources that can supplement traditional water supply systems. One such source is fog water, which is available along an extensive stretch of the Chilean coast. Fog collectors allow for passive harvesting of this resource.

Chile has been a pioneer in researching and developing fog water harvesting technologies, and has several notable experiences in this area. However, despite its technical and environmental potential, fog water harvesting is a relatively unknown technology that has scarcely been studied from a social perspective. Significant gaps in knowledge exist regarding how communities perceive this water source.

This project advances the understanding of fog water as a complementary source in drought-stressed territories by examining social perceptions and local experiences in the Atacama Desert. The project presents illustrative cases and preliminary findings that highlight factors such as local memory, trust in the technology, and the perceived value of fog water. By focusing on social and subjective dimensions, the study addresses a significant knowledge gap and provides preliminary insights into the interplay between water, technology, and territory under conditions of climate stress.

How to cite: Carter, V.: Co-Creating Water Futures: Perceptions of Fog Harvesting in the Atacama Desert, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-97, https://doi.org/10.5194/egusphere-egu26-97, 2026.

Accurate estimation of runoff potential is essential for watershed planning, flood assessment, and sustainable land and water management. Although the Curve Number (CN) method is widely used for surface runoff estimation, most existing studies still depend on static LULC–soil matrices or empirical CN values that overlook spatial heterogeneity and hydrological variability at the watershed scale. This introduces a methodological gap in deriving dynamically representative CN estimates that capture actual catchment responses. In this study, the Soil and Water Assessment Tool (SWAT) was employed to generate spatially explicit CN values across a diverse set of Hydrologic Response Units (HRUs) by integrating land use/land cover, soil hydrological groups, and slope classes. The analysis was conducted for the Ong watershed, an important tributary of the Mahanadi River basin in eastern central India, covering an area of 4,650 km². The model-simulated CN values were subsequently utilized to delineate runoff-potential zones within the watershed. Calibration and validation of SWAT-simulated runoff against observed streamflow strengthened the reliability of surface runoff parameterization. The spatial assessment revealed distinct patterns of low, moderate, and high runoff potential, predominantly governed by variations in LULC and soil texture. Built-up and agricultural areas exhibited higher CN values, while forested and permeable zones consistently showed lower runoff potential. Overall, the results demonstrate that SWAT-based CN derivation overcomes the limitations of conventional CN assignment by producing hydrologically consistent and spatially distributed runoff-potential maps. This systematic and scalable framework can support improved conservation planning, watershed prioritization, and climate-stress resilience assessments.

Keywords: Hydrological modeling; Curve Number; Hydrological Responses Unit; Runoff potential; Watershed management

How to cite: Prashant, P., Mishra, S. K., and Lohani, A. K.: SWAT-Based Estimation of Curve Numbers for Runoff-Potential Zoning, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-1038, https://doi.org/10.5194/egusphere-egu26-1038, 2026.

For Māori, the indigenous people of New Zealand, waterways are not merely physical resources, they are living systems with their own mauri (life force). These waterways sustain livelihoods, support cultural practices, linking people to their ancestors and to place. Because of the importance of waterways, Māori have been monitoring them for centuries, using traditional practices while also incorporating new monitoring technologies over time. This project investigates the potential of satellite-based remote sensing to complement and strengthen indigenous led waterway monitoring in the Ruapehu region, New Zealand.

The Ruapehu district is within the tribal lands of the Iwi (tribe) Ngāti Rangi. The lakes, rivers and springs of this area connect the people to their ancestral mountain, Mount Ruapehu. Ngāti Rangi practices cultural stewardship by monitoring changes in these waterways. Their current monitoring relies primarily on in situ observations. Combining satellite based remote sensing data with Ngāti Rangi’s existing in situ monitoring systems offers an opportunity to enhance understanding of waterway condition and change at more frequent time intervals at multiple sites across the region.

This research adopts a co-creation approach where discussion with Ngāti Rangi has guided the selection of significant waterbodies and monitoring parameters. Multi-spectral imagery from Landsat 8-9 and the Sentinel-2 satellites is used to derive data that tracks changes in water colour and related indicators of waterway condition. These satellite-derived datasets are processed and anaylsed against Ngāti Rangi’s existing in situ observations to evaluate how satellite-derived datasets may support existing environmental monitoring strategies.

This case study contributes to emerging socio-hydrological practice by demonstrating how remote sensing technologies can support Indigenous-led waterway monitoring. It highlights both the opportunities and challenges of integrating remote sensing technologies within existing Māori environmental management systems and offers transferable insights for co-created monitoring in other Māori environmental contexts.

How to cite: Ronald, I., Procter, J., Whitehead, M., Whaanga, H., and Gabrielsen, H.: Assessing Satellite Remote Sensing for Indigenous Waterway Monitoring, A Co-Created Case Study from the Ruapehu Region, New Zealand, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-4563, https://doi.org/10.5194/egusphere-egu26-4563, 2026.

Across Africa, water systems are undergoing rapid transformation in response to climate variability, land-use changes, and increasing demand. Yet, water management decisions remain constrained by limited in-situ data. While advances in digital innovation offer substantial potential to address water data scarcity, weak institutional capacity limits the use of such innovations by African water institutions. This work presents insights from the International Water Management Institute (IWMI)’s Digital Innovations for Water-Secure Africa (DIWASA) initiative, which adopts a community use-case-based co-creation approach to translate Earth Observation (EO) data into actionable digital water solutions that are locally relevant and institutionally embedded.
Guided by principles of co-creating water knowledge, teams of practitioner communities in Ethiopia, Ghana, and Zambia identified priority water challenges and co-developed context-specific use cases grounded in local decision contexts. Through inclusive, iterative engagement with 50 African organisations, diverse knowledge systems were integrated with Earth observation data from Digital Earth Africa (DEA) to generate legitimate and actionable water solutions. To sustain the application, targeted capacity-building training was provided for the participants, who have now been utilising these skills for over a year.  In Ghana, Burkina Faso, Zambia, and Ethiopia. We document the co-creation of ten priority community use cases, including (i) satellite-based (i) soil moisture estimation to support irrigation scheduling at the Bontanga Irrigation Scheme in Ghana; (ii) coastal erosion monitoring to evaluate the effectiveness of sea-defence interventions along Ghana’s eastern coastline; (iii) flood damage assessment to enable rapid humanitarian response in flood-prone rural areas of Burkina Faso; (iv) assessment of agricultural drought in Chongwe District of Zambia; (v) crop yield monitoring in Chibombo District of Zambia; and (vi) soil salinity monitoring in a large-scale irrigation scheme in Ethiopia. 
IWMI’s role through DIWASA was primarily facilitative, providing technical backstopping, convening spaces, and capacity development, while ownership remained with national institutions and early-career professionals. Validation was undertaken through field engagement and multi-stakeholder workshops involving public water authorities, meteorological agencies, research institutions, the private sector, and local users. Results demonstrate that co-created Earth observation (EO) workflows can effectively address critical information gaps across multiple domains, including soil moisture dynamics, shoreline change, flood extent and impacts, rainfall-driven agricultural drought dynamics, field-scale maize yield performance, and soil salinity monitoring. Importantly, these workflows also contribute to strengthening institutional capacity, enhancing data literacy, and improving cross-agency coordination for evidence-based decision-making.  
We argue that the value of EO for water security lies not only in technical performance but in how knowledge is transferred and transitioned from learning to action,  and co-created, governed, and integrated into decision-making systems. The DIWASA experience demonstrates scalable pathways for advancing EO-based water services through community-driven innovation and sustained capacity building in Africa.

How to cite: Makungwe, M., Tilahun, S. A., Haile, A. T., Boamah, E., Mubea, M., and Seid, A.: Co-creating Digital Water Solutions: Transitioning from training to Community-Driven Earth Observation Use Cases in Data-Scarce Africa, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-7279, https://doi.org/10.5194/egusphere-egu26-7279, 2026.

In 2020, the FLOODUP Francolí project was carried out to gather information about the flash flood event that affected the Francolí River (Catalonia, NE Spain) in October 2019. The ultimate goal was to involve the local population in improving resilience to sudden and catastrophic floods, which are relatively frequent in the area. To achieve this, a citizen science experiment was developed in collaboration with various local stakeholders, along with co-creation workshops. One of the campaign’s results was the reconstruction of the social response during the emergency. Its analysis highlighted the need to improve flood preparedness and response, leading to the continuation of the study through a new participatory process developed through the Flood2Now project.

This project also incorporated citizen science, with two main objectives: a real-time river level monitoring through citizen participation and raising awareness of risk perception through the reconstruction of collective memory. The project was carried out in two areas: the Francolí river basin and the Arga river basin in Villaba, Pamplona (N Spain). As part of the participatory activities, participants were invited to share their knowledge of flooding by taking part in co-creation and historical reconstruction workshops adapted to the specific characteristics of each community. Workshops were also held to select river level monitoring points jointly. Once these locations had been defined and validated by the project team’s hydrologists, observation posts were installed to facilitate monitoring. This communication will describe how co-creation process and activities were adapted to the specific characteristics of each territory and community and present the main results obtained. It will also show the differences in the river-community-territory relationships of each pilot and identify the barriers and opportunities for achieving the planned objectives.

How to cite: Llasat-Botija, M., Varela, O., Marcos, R., and Llasat, M.-C.: Citizen science and co-creation of knowledge to improve resilience to floods , EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-8060, https://doi.org/10.5194/egusphere-egu26-8060, 2026.

Implementing Nature-based Solutions (NbS) in Taiwan’s steep, rapid-flow river environments faces a unique governance paradox where high-level policies encourage ecological restoration yet frontline engineering practices remain constrained by strict flood safety liabilities. This governance challenge is particularly pronounced in the Gangkou River watershed, a biologically rich region adjacent to the Kenting National Park at the southern tip of Taiwan. Notably, the demonstration site for this study was not unilaterally selected by the research team but was identified by local stakeholders advocating for restoration. The conflict between local demands for water recreation and flood safety versus rigid concrete check dam designs necessitates scientific mediation.

To echo the social inclusivity emphasized by NbS and promote its practical implementation in Taiwan, the key challenge lies not in the lack of hydraulic modeling tools but in the absence of a mechanism to translate qualitative Stakeholder Narratives into adaptive engineering language to assist in assessing the multiple benefits of NbS in disaster prevention and ecology. Therefore, this study proposes a Socio-Hydrological Framework integrating Participatory Modeling (PM).

Drawing on the bi-directional translation and iterative spirit of the Story-And-Simulation (SAS) approach, we attempt to establish an intuitive process for mapping qualitative needs to adaptive schemes and utilize two-dimensional hydraulic simulation as the quantitative calculation method. First, through Upward Translation, key needs proactively raised by locals (including biological, security, and cultural demands) are directly mapped and translated into model parameter settings for NbS adaptive planning scenarios. Next, through simulation calculations, Downward Translation converts physical data into visualized trade-off indicators (such as Habitat Suitability and Flood Risk maps) which are fed back to stakeholders for Social Iteration.

Through this systematic translation process, the study aims to establish a bottom-up, iterative decision-making pathway that supports community consensus-building and provides a scientific reference for advancing Nature-based Solutions in ecologically sensitive and high-conflict river environments in Taiwan.

This framework was applied to the Ba-Yao Bridge reach to evaluate three scenarios: Baseline, Ecological-oriented (Full Removal), and Integrated NbS (70% Height Reduction with Regraded Banks). Preliminary simulation results indicate that the Integrated NbS Scenario demonstrates typical advantages of nature-based solutions, generating significant hydraulic synergy: lowering the existing check dam height by approximately 70% increased flow velocity while effectively reducing local water levels. This hydraulic margin, facilitated by feasibility discussions with right-bank landowners regarding regraded banks, allowed for the design of vegetated slopes that enhance longitudinal connectivity without causing flood risks for adjacent farmlands to exceed safety thresholds. Furthermore, the design reduced flow disconnection time by nearly 80% during low-flow periods, effectively addressing stakeholder concerns regarding eutrophication, shallow water depths, and the desire to restore childhood memories of water accessibility.

Ultimately, this study preliminarily validates that the conflict between flood safety and ecological restoration often stems from rigid engineering constraints. By systematically translating social values into NbS design parameters and aligning with local policies like 'Sediment-Water Inundation Zones' and regraded embankments, we establish a bottom-up iterative decision-making process to provide a solid scientific foundation for promoting Nature-based Solutions in high-conflict, ecologically sensitive areas.

How to cite: Hsu, J.-C. and Liao, K.-W.: A Socio-Hydrological Framework for Nature-Based Stream Restoration: Integrating Engineering Safety and Social Narratives in Taiwan, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-9197, https://doi.org/10.5194/egusphere-egu26-9197, 2026.

Wetlands are internationally recognised for their ecological, cultural, and economic significance, providing critical ecosystem services such as biodiversity conservation, water quality improvement, and flood regulation. However, wetlands often face compounding challenges from climate change and historical river regulation, creating complex and uncertain futures that demand innovative adaptation strategies. Anticipating and responding to these challenges is particularly difficult given the interplay between hydrological alterations, ecological thresholds, and cultural values.

While models inform adaptation decisions, it is people who make them. Effective climate adaptation for wetlands hinges on matching assessment methods to problem complexity and co-producing solutions that integrate diverse knowledge systems. Despite substantial advances in modelling capabilities, critical gaps persist in translating outputs into actionable metrics for local management. Hydrological models often fail to capture complex, non-linear impacts, cumulative stressors, and higher-order system values such as connectivity and cultural-spiritual dimensions. Wetlands function as integrated socio-ecological systems, challenging the reductionist modelling approaches that decompose them into discrete components. Conversely, co-production of adaptation pathways required both local knowledge and evidence-based climate projections to provide a robust foundation for discussion and decision-making. Effective adaptation requires blending the best available science with local and Indigenous experiential knowledge, particularly for complex or chaotic impact pathways where historical analogues are absent.

This research addressed some of these challenges through co-creation and integrating human and hydroecological systems for climate adaptation planning. The study developed climate vulnerability assessments and adaptation roadmaps for three Ramsar-listed wetlands in the Murray–Darling Basin, Australia: Riverland, Barmah Forest, and the Macquarie Marshes, through a multidisciplinary, participatory process involving over 160 local and regional land and water managers. The approach integrated hydroclimate projections with local knowledge and Indigenous cultural values, adapted from established climate risk frameworks for Australian Ramsar sites and World Heritage areas. Hydroclimate information was developed from the best available climate and hydrological model outputs, and included past and future temperatures, rainfall volumes and characteristics, river flows, and inundation dynamics, providing scientific evidence to underpin the co-development process. A list of core site values and features were co-produced with participants, and their vulnerability assessed using combined qualitative and quantitative analyses to explore ecological thresholds and climate responses. Using spatial and temporal climate analogues and hydrological projections, visions of a changed future site were articulated, and adaptation pathways were co-developed to guide management towards climate-ready objectives while acknowledging significant ecological transformation.

By complementing quantitative modelling with participatory processes, this methodology fills a critical gap in adaptation research for complex ecosystems in highly regulated catchments. It offers a replicable framework for developing climate-ready management strategies that respect ecological integrity and cultural values while navigating some of the sources of uncertainty.

How to cite: Doble, R., Sengupta, A., Dunlop, M., Melbourne-Thomas, J., Round, V., Hopkins, M., Pritchard, J., Brooks, S., Gibbs, M., and Doody, T.: Climate adaptation pathways for Ramsar wetlands: a co-creation approach integrating hydroclimate projections, ecological thresholds and local knowledge, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-10480, https://doi.org/10.5194/egusphere-egu26-10480, 2026.

Digital Twins (DTs) offer dynamic, near-real-time representations of systems, enabling visualization of current and projected states and the testing of interventions. These emerging technologies have significant potential to transform environmental risk management practices. However, developing DTs for environmental management and disaster risk reduction presents substantial challenges. In Flood Risk Management (FRM), this complexity is amplified by the involvement of multiple professional stakeholders with diverse statutory responsibilities, priorities, and information needs. Currently, there is no formalized approach for DT design nor established methods for integrating end-user requirements. Development processes often remain top-down and technology-driven rather than participatory and user-focused.

This presentation reports one of the first attempts to embed user co-design in the development of an environmental DT. It draws on FLOODTWIN an interdisciplinary demonstrator project for FRM in Hull and the East Riding of Yorkshire (UK), a region characterized by compound and complex flood risk. Using qualitative data from participatory workshops and interviews, we examine the project’s co-creation process with professional FRM stakeholders. Our analysis maps emerging opportunities and challenges in DT development and interface design, viewed through an ethnographic lens. We explore stakeholder perspectives on technology adoption, the politics of data sharing, and the role of academic research in shaping future DT applications in FRM practice.

This research contributes a new evidence base to inform research on co-creating digital tools for multi-agency decision-making in FRM and broader environmental management. We propose a research planning framework to guide co-design processes in future DT projects. In doing so, we highlight how sub-optimal water risk management is socially constructed, revealing that it is not solely a technical problem but one embedded in institutional, cultural, and political contexts.

How to cite: Coulthard, T., Underhill, H., and McEwan, L.: “That’s the dream, right?”: reflections on the co-design of an environmental digital twin by flood risk management professionals, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-11570, https://doi.org/10.5194/egusphere-egu26-11570, 2026.

Co-creation is increasingly promoted within hydrological research as a way to address complex and contested water challenges, yet its meaning, scope, and implementation are necessarily  highly variable in practice due to the specifics of local contexts and goals. Within the framework of the IAHS HELPING (Hydrology Engaging Local People IN one Global world) decade and as part of the Co-Creation of Water Knowledge working group (CCWK), we conducted a systematic review of co-creation in water-related research to examine how collaborative knowledge production is conceptualized, operationalized, and evaluated across the hydrological research lifecycle. We focus explicitly on co-creation processes that involve empowering or co-leading of societal engagement, excluding one-way consultation or extractive participation.

Following a structured multi-stage screening of 3,971 publications retrieved from Web of Science and Scopus, we identified and analysed 144 case studies that met stringent co-creation criteria. The review was guided by a qualitative screening framework developed within the CCWK working group and structured around four core elements of co-creation—relationship building, leadership, tools and techniques, and knowledge inclusion—together with four overarching principles: inclusivity, openness, legitimacy, and actionability (Castelli et al., 2025).

We observed a rapid increase in co-creation approaches in hydrology after 2013, concentrated in Europe and North America. Rivers, urban water systems, and watershed management were the most frequent focus of co-creation. Most  processes were initiated by researchers, in contrast to community- or government-led initiatives. While collaborative and facilitative leadership was frequently reported, genuine redistribution of decision-making power was rare and/or poorly documented.

Recurring bundles of tools rather than single techniques were used for co-creation, most commonly workshops, interviews, participatory mapping, modelling, and scenario-based approaches. Scientific and governance knowledge overwhelmingly dominated, in contrast to Indigenous and traditional knowledge systems. Although most studies claim actionable outcomes, concrete evidence of implementation, long-term impact, or environmental change was uneven, and evaluation frameworks were scant.

Overall, our review shows that co-creation in water science is widely invoked but inconsistently defined, implemented, and assessed. We identify recurring structural barriers related to funding architectures, institutional constraints, power asymmetries, and short project timeframes. By synthesising empirical patterns across cases, this study clarifies where and how co-creation contributes meaningfully to addressing wicked water problems, and where its application risks becoming rhetorical rather than transformative. This review lays the work for our future work developing a vision for what co-creation of water knowledge should become in the next decade and how we can get there.

This work was performed as part of the IAHS HELPING Working Group on “Co-Creating Water Knowledge”: https://iahs.info/Initiatives/Scientific-Decades/helping-working-groups/co-creating-water-knowledge/ 

References: 

Castelli, G., Howard, B. C., Adyel, T. M., AghaKouchak, A., Agramont, A., Aksoy, H., … Ceperley, N. (2025). Co-creating water knowledge: a community perspective. Hydrological Sciences Journal, 70(16), 2899–2919. https://doi.org/10.1080/02626667.2025.2571065

How to cite: Merheb, M., Hall, C., Amanambu, A., Aslam, H., Hossain, S., Chun, K., Fradi, F., Choukrani, H., Ceperley, N., Cudennec, C., Castelli, G., Udayar PIllai, S., Panchanathan, A., Koren, G., Llsat, M. C., Howard, B., and Ouarani, M. and the CCWK WG Review paper team: What does co-creation of knowledge look like in water sciences?  , EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-12326, https://doi.org/10.5194/egusphere-egu26-12326, 2026.

Sustainable water resource management increasingly relies on integrated modelling approaches that jointly address the evolution of hydrological processes, and the quantification of anthropogenic water uses. This contribution aims to illustrate the maturity of such an approach by combining hydrological modelling results with spatially explicit estimates of water withdrawals and consumption. The objective is to support territorial stakeholders by providing a coherent view of future water resource trajectories and associated allocation challenges.

The study is conducted over the Vienne River basin (~22,000 km²) through a partnership between three French actors with complementary expertise and an interest in the future of water resources:

• CEREMA, the French public agency leading expertises for adapting territories, has developed STRATEAU [1], which reconstructs monthly water-use volumes by sector (agriculture, industry, energy production and tertiary activities), and aims at contributing to the quantification of water withdrawals and consumption.
• EDF (leading electricity producer in Europe) contributes with the hydrological modelling at the basin scale, using its experience gained through its involvement in the French EXPLORE2 project [1] which addresses the impacts of climate change on hydrological regimes.
• Vienne EPTB (Vienne River Basin Public Authority) provides in-depth knowledge of the territory, supported by previous hydroclimatic studies conducted to inform regulatory approaches related to allocable water volumes.

The set-up of STRATEAU (definition and calibration of the underlying assumptions) relies on shared expert judgement among the partners, with a central role played by the EPTB in ensuring the consistency of scenarios with local hydrological and territorial realities. STRATEAU is then used to translate climate and societal evolution scenarios — consistent with national reference studies [2] — into projections of water withdrawals and consumption. These results are combined with hydrological projections derived from the EXPLORE2 framework, enabling an integrated analysis of the joint evolution of water availability and water uses.

The results highlight the benefits of the dialogue between scientific, industrial, and institutional stakeholders and the added value of combining heterogeneous modelling tools. Preliminary spatial analyses illustrated below (for the year 2020), show the distribution of available water volumes across the basin and the estimated total withdrawals for all sectors, while temporal analyses allow the exploration of the seasonal dynamics of ratio between resource availability and water use.

This work identifies several perspectives: the need for a more explicit representation of the sensitivity of hydrological simulations to water abstractions, depending on their origin (surface versus groundwater), and the desirable integration of water management measures, that influence availability of water at annual and basin scales.

Total estimated withdrawals (left) and average discharge (right) for 2020 summer period (jja) over the Vienne River watershed.

[1] Lecomte J., et al. STRATEAU – une approche novatrice et un outil innovant de gestion prospective des tensions sur l’eau, 2023, DOI : 10.54563/asgn.2359

[2] Tristan Jaouen et al. Will rivers become more intermittent in France? Learning from an extended set of hydrological projections. Hydrology and Earth System Sciences, 2025

How to cite: Lamouroux, R., Beaufort, A., Debein, C., Dolidon, H., Neel, C., and Piccioni, F.: Combining hydrological and water-use models for watershed management: informing stakeholders on resource projections and strategic allocation, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-17078, https://doi.org/10.5194/egusphere-egu26-17078, 2026.

The International Association of Hydrological Sciences (IAHS) Working Group on the ‘History of Hydrology’ (https://iahs.info/Initiatives/Working-Groups/History-of-Hydrology/) was established under the leadership of Keith Beven in December 2022. In 2025, Okke Batelaan succeeded Keith Beven as chair. Before the establishment, several scientific activities demonstrated broad interest in the history of hydrology, thereby underscoring the opportunity and need for this Working Group (Beven et al. 2025). In 2018-2019, well-attended EGU sessions on the ‘History of Hydrology’ were organised. In 2019, a special issue on the ‘History of Hydrology’ in the ‘Hydrology and Earth System Sciences’ resulted in 13 published papers.

The aims of the Working Group are:

1: To provide a central repository for information on the History of Hydrology with liaison, links and metadata on the existing initiatives and copies or links to important historical papers from multiple countries.

2: To encourage more international contributions from countries that are not currently well represented in the existing resources, including the identification of important historical papers from those countries.

3: To encourage the recording of the contributions of female hydrologists.

4: To encourage the recording of the histories of experimental catchments where important advances in understanding of hydrological processes have been made.

5: To encourage the recording of the histories of hydrological models and the people who worked with them.

6: To provide a mechanism for the recording of the history of projects representing good practice in sustainable hydrology for societies under change, building on the Case Studies in Panta Rhei.

Since its establishment, the Working Group has been active in further sessions on the History of Hydrology at the IAHS-IUGG General Assembly, Berlin, in 2023, at EGU in 2025-2026, while a special workshop ‘From the History of Hydrology to the Future of Education’ was organised at Eawag, Switzerland, in 2025. A new Special Collection on ‘History of Hydrology’ in the Hydrological Sciences Journal has been very successful with so far 22 papers. Since 2018, more than 20 ‘History of Hydrology Interviews’ have been recorded with hydrologists (https://www.youtube.com/@historyofhydrologyintervie846). In these interviews, hydrologists share their personal stories about their careers, inspirations, successes, failures, collaborations, friendships, influences, and thoughts about the future. These recordings are inspirational for all, especially students, early-career researchers, and senior researchers. The often personal and historical accounts of scientific directions and developments, which are rarely found in journal papers, are a valuable source of information for hydrological education. The ‘History of Hydrology Wiki’ (http://www.history-of-hydrology.net/mediawiki/index.php?title=Main_Page) is another high-value educational resource, as it provides biographies of hydrologists, histories of experimental and research catchments, histories of institutions, hydrological textbooks, and an annotated bibliography.

Alltogether, the Working Group on the ‘History of Hydrology’ provides a gold mine of information that can be infused into hydrological teaching and education and inspire the next generation of hydrologists.

Beven et al., 2025, On the value of a history of hydrology and the establishment of a History of Hydrology Working Group. Hydrological Sciences Journal 70(5):717-729. https://doi.org/10.1080/02626667.2025.2452357.

How to cite: Batelaan, O. and Beven, K.: The IAHS Working Group on the History of Hydrology and the future of education, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-17327, https://doi.org/10.5194/egusphere-egu26-17327, 2026.

Climate change, land degradation, and increasing water demand are intensifying pressure on water resources in data-scarce regions of Sub-Saharan Africa, where conventional monitoring systems are limited by cost, technical capacity, and sparse observational networks. This presentation provides evidence from multiple citizen science initiatives since 2010 demonstrating how participatory data collection and co-creation of local knowledge can enhance inclusive water resources management and climate adaptation.

Drawing on case studies from Ethiopia and Ghana, we show how high school students, farmers, and local communities were trained to collect groundwater levels, soil moisture, rainfall, streamflow, and water quality data using low-cost instruments such as plastic gauges, manual staff meters and weirs, and manual sampling kits. These datasets complement validation of earth observation products (e.g., soil moisture products), groundwater recharge estimates in sloping aquifers, and hydrological models, enabling improved understanding of seasonal water availability, groundwater surface water interactions, and watershed management. In Ghana’s Ahafo Ano watershed, citizen-generated observations supported inclusive landscape management planning and prioritizing post-mined land for reclamation, while in Ethiopia, citizen monitoring informed understanding of runoff mechanisms, erosion control, watershed restoration, and adaptive land management practices.

The results highlight that citizen science not only fills critical data gaps but also strengthens local capacity, trust in science, co-creation of local knowledge, and ownership of adaptation decisions. However, challenges remain related to data reliability, sustained engagement, and integration into formal decision-making processes. We argue that combining citizen science (CS) with existing community challenges, adapting new technologies for CS, implementing simple quality-control protocols, and integrating CS into government structures and budgets can unlock knowledge and enhance sustainability, scientific credibility, and policy relevance.

How to cite: Tilahun, S., Steenhuis, T., Adusei-Gyamfi, J., and Buytaert, W.: Citizen science as a catalyst for inclusive water and climate adaptation in data-scarce African landscapes, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-17716, https://doi.org/10.5194/egusphere-egu26-17716, 2026.

The incorporation of “soft data” from local community experts has long been recognised as a valuable source of information in scientific studies. However, in practice many quantitative scientists find it challenging to incorporate the resulting qualitative data into their studies. However, we present an example from South Australia, where the combination of Indigenous knowledge and historical maps was a key component. The study has aimed to locate freshwater resources along a long (180 km), thin (less than 2 km wide) barrier peninsula, determine their hydrological characteristics, and understand their resilience to climate change impacts. The peninsula contains a wealth of culturally important sites, including “soaks”, which are small, persistent wetlands that constitute the only source of fresh water in an environment with seawater on one side and a hypersaline, RAMSAR-listed estuarine lagoon on the other. These soaks also support the native wildlife that inhabits the regions. Thus, the project included considerable consultation and collaborative fieldwork with the Ngarrindjeri community to locate and sample soak hydrology. Dozens of soaks were identified through a combined approach of remote sensing and community knowledge, and have subsequently been sampled for salinity and stable isotopes to determine water sources. The results of the project are expected to underpin resource management of the region by both state government and Indigenous rangers.

How to cite: Shanafield, M. and Banks, E. (.: Walking together on Country: combining Indigenous knowledge and western science to understand freshwater resources in a hypersaline environment, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-19263, https://doi.org/10.5194/egusphere-egu26-19263, 2026.

This contribution reflects on the path to incorporating local knowledge and active participation to co-create river management and river-related risk mitigation strategies. These topics are explored through the double lenses of embedded scientists, both working on the Tagliamento and local community members with deep roots in the context of the river Tagliamento, in Italy. 

As part of our scientific approach, we have examined how communities perceive the river in terms of river-related risks, but also as a living entity shaping the landscape and enhancing natural and ecosystemic values. A mixed-method approach was used including surveys, interviews, workshops, participatory mapping, as well as outreach events. Different levels of participation and collective discussions have helped shape the scientific work we have carried out. In particular, historical storylines of villages adapting to the river’s dynamics highlight past ecosystem-based strategies that can inform future planning considering multiple river-related risks and community input in planning. With this contribution we discuss the relevance of a range of co-design and co-creation initiatives, focusing on shared experiences that have focused on creating safe spaces to celebrate personal relationships with the river. We discuss the effectiveness of different workshops, lectures and field-based programs carried out over the last 5 years and directed towards different groups of students, from 9 to 12 years old children to high-school students, to adults. We share what we, and our students, have learned through these experiences.

Acknowledgements: Anna Scaini acknowledges support by Formas - the Swedish Research Council for Sustainable Development - grant 2022-00329.

How to cite: Scaini, A. and Scaini, C.: Learning from the river: integrating community knowledge and participatory methods to co-create river management strategies, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-19570, https://doi.org/10.5194/egusphere-egu26-19570, 2026.

Hydrological interventions in hard rock, agriculture dominated landscapes often produce highly variable outcomes that are difficult to explain using conventional project bound thumb rule based monitoring and evaluation approaches. This study presents a co created, community led continuous monitoring framework implemented in a semi arid watershed in Telangana, India, aimed at generating process level hydrological evidence while strengthening local learning and adaptive water resources management. The monitoring system was jointly designed by researchers, implementing agencies, and trained Community Resource Persons, repositioning monitoring from a retrospective accountability exercise to an ongoing, field embedded learning process.

The framework integrates simple instruments such as rain gauges and staff gauges with selective use of sensors including pressure transducers, hand held soil moisture sensors, and flow meters to track rainfall, surface storage, groundwater recharge, soil moisture dynamics, and irrigation water use across supply side, soil moisture, and demand side interventions. Continuous time series data reveal how hydrological responses vary with landscape position, rainfall intensity, and moisture conditions, patterns that are typically obscured in one time surveys or endline evaluations. For example, monitoring of farm ponds and borewell recharge structures highlights contrasting recharge behaviours across ridge, mid slope, and valley settings, while plot scale soil moisture measurements demonstrate how agronomic practices like mulching influence infiltration and moisture persistence over time.

Beyond data generation, the co creation process actively involves Community Resource Persons and farmers in data interpretation through regular reflection and sense making sessions. This participatory analysis strengthens local understanding of hydrological processes, helps distinguish between storage, recharge, and demand management functions of interventions, and supports mid course corrections in design, siting, and complementary practices.

The study demonstrates that community led continuous monitoring can function simultaneously as a scientific method and a governance practice. When embedded within a co creation framework, it produces context specific hydrological evidence while fostering shared ownership of knowledge, offering a scalable pathway for adaptive water resources management in data scarce regions.

How to cite: N r, L. and Srinivasan, V.: Co creating hydrological knowledge through community led continuous monitoring in data scarce watersheds, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-19804, https://doi.org/10.5194/egusphere-egu26-19804, 2026.

The Moorabool River is one of Victoria’s most important regional rivers. As well as providing drinking water for the expanding cities of Geelong and Ballarat, the river serves as a critical biodiversity corridor for endangered plant and animal species. It is also a popular waterway for recreational purposes and holds significance to its Wadawurrung Traditional Owners. The river’s importance was highlighted by the Victorian Government’s designation of the river as one of 19 “Flagship Waterways” prioritised for funded catchment management programs. 

The high prioritisation accorded to the Moorabool River is further justified through its identification as one of Victoria’s most flow stressed rivers. Since settlement, the catchment and river have been significantly impacted by the construction of farm dams, weirs, diversions, land-use change, and water extraction for both urban and rural use. Corangamite Catchment Management Authority (CCMA) is a statutory authority that oversees catchment management of the region, including integration of collaborative groundwork and research.  The CCMA’s Regional Waterway Strategy (2014-2022) summarises the key Moorabool River threats as flow deprivation, river sedimentation, land-use change, population growth, and (projected) climate change.

In response to these challenges, in 2017 the Victorian Government initiated the “Living Moorabool Flagship” project managed by CCMA through a partnership approach with water authorities, Aboriginal Traditional Owners and the community.  The overarching aims of the Living Moorabool Flagship are threefold: 1) to improve environmental flow releases for the river downstream of Lal-Lal Reservoir; 2) to improve riparian vegetation through incentives programs for landowners to fence off waterways, reduce weeds and re-establish native vegetation; 3) to empower the community through Citizen-Science monitoring programs.

The Moorabool Catchment is a case study of applied research employing a partnership approach to the delivery of on-ground works. This paper presents preliminary PhD results based on a project applied to the Living Moorabool Flagship program focusing on quantifying the impact of environmental flow releases on water quality and a hydrological model of the impact of farm dams on streamflow. Results indicate that integrating long-term water quality data from multiple agencies improves the analysis of water quality responses to environmental flow releases, supporting their evaluation as an intervention strategy. Hydrological modelling showed that farm dams significantly reduce streamflow, increasing low-flow periods in the system. Together, these findings highlight the value of co-creating evidence-based knowledge that contributes to the decision framework for integrated catchment management.

How to cite: Gutierrez Ramos, P. and Harrison, A.: Co-creating Knowledge for Catchment Sustainability:  Applying research in the Moorabool Catchment for more effective on-ground change, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-20570, https://doi.org/10.5194/egusphere-egu26-20570, 2026.

Transdisciplinary water research is widely promoted as essential for addressing climate adaptation challenges, yet many projects fall short of intended goals or impact,  despite strong commitment to collaboration. This presentation examines how the structure and design of research projects shape whether co-creation succeeds or fails, drawing on applied projects across Arizona, the Sonoran Desert, and Baja California spanning the United States and Mexico focused on arid, coastal, and marine systems, including surface water and groundwater, and their implications for rural water availability and climate adaptation. Beyond commonly cited co-creation challenges such as timelines and funding constraints, these efforts reveal less-discussed barriers related to rural–urban differences, cross-border and international coordination, mismatched governance scales, and uneven capacity to engage with scientific and technical processes. Rather than proposing a universal framework, we use these experiences to surface broader patterns that recur across transdisciplinary water research, emphasizing where communication structures, design, and governance choices most strongly influence the translation of knowledge into practice. We share strategies that researchers can adopt to strengthen co-creation and improve the translation of climate-relevant water research with diverse partners (e.g., elected officials, local community members, resource managers) for adaptive decision-making. 

How to cite: Hall, C. and Gupta, N.: From Promise to Practice: Supporting Transboundary Co-Creation in Water Action Science Across Borders, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-21103, https://doi.org/10.5194/egusphere-egu26-21103, 2026.

Water-related and environmental challenges increasingly emerge from complex human–natural systems, where hydrological processes, ecosystem functioning and human decision-making are deeply interconnected through non-linear feedbacks and cross-scale dynamics. In such systems, scientific knowledge alone is often insufficient to fully capture system behaviour, as local practices, institutional arrangements and decision processes actively shape both pressures and responses. Strengthening hydrological and environmental research through the integration of stakeholder and decision-makers’ knowledge is therefore essential to enhance system understanding, decision relevance and the effectiveness of management strategies.

This contribution discusses the role of participatory modelling as a co-creation pathway for water and environmental resources management, drawing on multiple research experiences and applications developed across diverse eco-socio-hydrological contexts. Rather than focusing on isolated sectors (siloed approach), the proposed perspective embraces an integrated view of environmental systems, where water dynamics are analysed together with ecosystems, governance structures and human behaviour, allowing insights to be transferable across contexts.

System Dynamics (SD) modelling is proposed as a particularly suitable approach for representing and managing human–natural complexity. SD modelling enables the explicit representation of feedback mechanisms, delays and non-linear responses, and supports the exploration of alternative system trajectories through the simulation of management and policy intervention scenarios. Within participatory settings, SD modelling provides a shared analytical space in which scientific evidence and experiential stakeholder knowledge can be jointly organised and discussed.

The modelling process is articulated through a qualitative phase, in which participatory Causal Loop Diagrams support the collective construction of system understanding and its possible evolution, and a quantitative phase, where these representations are formalised into simulation models to explore system behaviour, trade-offs and unintended consequences over time. Stakeholder knowledge is integrated throughout both phases, contributing to problem framing, identification of relevant variables and feedbacks, equation development and interpretation of model outputs.

Beyond knowledge integration, co-creation is understood as a process that actively shapes system dynamics through actors’ behaviours, strategies and interactions. In complex human-natural systems, decisions made by farmers, utilities, policy-makers and other stakeholders are not external drivers, but endogenous components that influence feedback structures, system trajectories and long-term outcomes. By explicitly embedding decision-making processes, behavioural heterogeneity and adaptive responses within participatory models, co-creation allows these dynamics to be explored, discussed and negotiated. In this sense, participatory modelling becomes both an analytical and a transformative process: it supports collective learning about system behaviour, reveals potential policy resistance and unintended consequences, and creates the conditions for adaptive management strategies that are not only technically robust but also socially legitimate and implementable.

How to cite: Pagano, A., Coletta, V. R., Selicato, L., and Giordano, R.: Participatory modelling as a co-creation pathway for human-natural systems management, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-22369, https://doi.org/10.5194/egusphere-egu26-22369, 2026.

Participatory research and community engagement increasingly play a vital role in strengthening relationships between academia and local communities, helping to ensure research questions are highly relevant and meaningful. To this end, we have progressively developed a Flood Hazards Engineering and Adaptation course at George Mason University in which student groups are paired with Virginia stakeholders to identify and address local flooding concerns. This course is part of both the larger Virginia Climate Center and a Seed Translational Research Project involving professionals from varied disciplines including scientists, engineers, and communicators.

Over 100 students have participated in this course since its inception in 2023. Through the course, students learn to develop flood models for their local stakeholders and assess mitigation strategies to minimize flooding in their project areas. These projects are defined by preliminary stakeholder discovery interviews (including iterative follow-up interviews, to which students are invited) to ensure our models fit stakeholder needs. Our stakeholders are very diverse and have included municipalities, counties, planning district commissions, and indigenous tribes across Virginia with varied socioeconomic statuses. Each project is unique and demands different modeling solutions, providing unique experiences for each student group as well as high-value outputs to meet each stakeholder’s needs.

In this presentation we explain in detail the development of the course as an example for future implementations of similar work, while additionally exploring the following questions: 1. How did we initiate engagement with stakeholders?, 2. How did we identify a minimum viable product for the course?, 3. What lessons have we learned through this process?, and 4. What do we wish we had done differently? We aim for this to serve as a valuable prototype and inspiration for similar stakeholder-driven coursework.

How to cite: Veronez, D., Ruess, P., de Lima, A. D. S., Cardona, D., Khalid, Z., Mullen, A., Ferreira, C., Nichols, L., Fox, A., and Kinter, J.: Student Coursework as Collaborative Science: Development of a Flood Modeling Course to Educate Future Engineers and Support Local Stakeholders, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-23129, https://doi.org/10.5194/egusphere-egu26-23129, 2026.

Climate models are not just physics translated into computer code. They are powerful actors influencing and influenced by humans. This becomes clear for example when considering the values that enter climate models and assessments based on them (Undorf et al., 2022). Thus modelers need to learn and modeling courses need to teach not only the techniques of numerical discretisation and the physical understanding of the climate system. Courses should also treat the underlying motivations, the uncertainties, and the societal embededness of the modelling.

Following a design-based research approach, we have developed a course at Bachelor level that aims to teach students such interdisciplinary perspectives, drawing on texts and learnings from history and philosophy of science as well as science and technology studies.  With a reflective open-ended exercise, we elicit students' learning process through challenging climate modeling topics.
We find that the students learn to appreciate the complexity of climate models and the intricacies of scientific practice itself, highlighting for example the role of values in science. The exercise reveals few misconceptions and no major hurdles in the students' learning that may have been expected from the interdisciplinary nature of the material.
We thus conclude that the course is a practice-proven approach to teaching the physical basis of climate modeling as well as its critical reflection. Together with the openly shared material, it supplies an inspiration and practical template for lecturers to include more interdisciplinary content and reflection into their modeling courses.

Undorf, S., Pulkkinen, K., Wikman-Svahn, P., and Bender, F. A.-M.: How do value-judgements enter model-based assessments of climate sensitivity?, Climatic Change, 174, 19, https://doi.org/10.1007/s10584-022-03435-7, 2022.

How to cite: Proske, U. and Staab, M.: Teaching an interdisciplinary understanding of climate modelling, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-1575, https://doi.org/10.5194/egusphere-egu26-1575, 2026.

We present our experience developing an interdisciplinary undergraduate Hydrology Research Experience funded by the U.S. National Science Foundation’s Geopaths Education Program. Our goal is to remove barriers to entry and build a robust geoscience workforce by recruiting and retaining diverse students early in their college career to engage in student-led research.  We used a year-long learning community model, where cohorts of students developed both scientific and professional skills including field data collection, data analysis and interpretation, teamwork, science communication, career planning, resume and cover letter preparation, and internship applications. Students worked in small interdisciplinary groups to develop research proposals and complete research projects based on data collected during an immersive 10-day field experience. The field experience took place at the Eel River Critical Zone Observatory located in California’s Angelo Coast Range Reserve, a site with a rich history of hydrology research where students can connect their projects with previous and ongoing science.

Our program was based at California State University Sacramento and San Diego State University, both of which are minority serving institutions. Students were recruited from various disciplines including geology, geography, biology, engineering, and environmental studies, and the program required no previous experience in hydrology or outdoor fieldwork. Students were supported at both institutions by faculty, graduate students, and peer-mentors from past cohorts. Students developed their professional networks by interacting with researchers and US Forest Service partners at the field site and presenting their findings at several scientific conferences.

Results from an external evaluation show the Hydrology Research Experience had a positive impact on students that we expect to carry over into their future academic and professional careers. Participants reported successes leveraging skills and materials they developed in the program to obtain geoscience internships, jobs, scholarships, and positions in graduate degree programs.  Participants reported statistically significant increases in seeing themselves as a scientist, in their abilities as a scientist, and in their feelings of connection to other students in their field of study. Finally, participants felt strongly that they were welcomed in their chosen field of study and saw themselves pursuing a career in that field. 

How to cite: McMillan, H., Vankeuren, A., and Oshun, J.: Training Geoscientists: Three cohorts of a Year-long Interdisciplinary Undergraduate Hydrology Research Experience in a California Coast Range watershed, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-7921, https://doi.org/10.5194/egusphere-egu26-7921, 2026.

The increasing availability of geological, environmental, and climate dataset has rendered the traditional analytical approaches insufficient for establishing and interpreting its complex patterns. We currently find ourselves in the era of Artificial Intelligence (AI), which offers the geoscience community an opportunity to identify the non-linear relationships within these datasets, thereby improving the predictive accuracy. However, the adoption of such novel methods comes with its own challenges. In this work, we have identified two primary challenges. First, although it has become increasingly easier to run a basic Machine Learning (ML) algorithm, the lack of understanding of its mathematical foundation and architectural principles poses a challenge to its pragmatic application. Despite the widespread availability of online resources, we have observed that an individual generally finds themselves overwhelmed and unable to translate these methods into practice, largely due to the absence of resources that explains the algorithms directly within the geological context. Second, as a consequence of this limitation, the models are frequently trained in an overly-simplified manner, which leads to compromised results. Careful feature selection, and transformation are critical to deriving meaningful information from complex geo-scientific datasets. Given that such datasets often consist of parameters spanning different scales, failure to appropriately scale and pre-process the data prior to model training has been observed to have significantly impacted the performance metrics. 

To address these challenges, the Freiraum project GeoAI is being carried out at Technische Universität Berlin. The objective of this project is to build an e-learning platform that explains the algorithms starting from ML (Supervised and Unsupervised) to Deep Learning methods. These algorithms will be implemented using diverse datasets commonly employed in geo-scientific studies, sourced from reliable and well-known open-source repositories. Example applications include time-series analysis of meteorological and ground water datasets for continuous prediction, as well as cloud image classification, sound data, among others. The overarching aim of this work is to demonstrate mathematically sound data pre-processing workflows and to provide guidance on selecting an appropriate model for specific tasks. 

This project seeks to make ML methodologies accessible to individuals interested in applying such techniques efficiently in their work, in a manner that is both comprehensible and mathematically rigorous. The platform also accounts for users who prefer limited engagement with algorithmic theory programming, particularly in Python. To accommodate this, reusable and scalable code implementations will be provided, enabling reproducibility across studies involving similar datasets. Additionally, the project actively incorporates feedback from university-level students who are currently being introduced to these topics as part of their academic curricula.

The anticipated impact of the GeoAI platform is informed by the success of a related initiative, SOGA (Statistics and Geodata Analysis using R and Python), developed at Frei Universität Berlin for geo-statistics education. In strong collaboration with the Freiraum project GEOSTAT (FU Berlin), GeoAI aims to provide a holistic perspective on ML models tailored specifically to the geosciences. The platform is planned for public release by January 2027.  

How to cite: Kandwal, A., Hartmann, K., schnaithmann, C., and Rudolph, A.: GeoAI: E-Learning Platform for AI based Geodata Analysis, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-8166, https://doi.org/10.5194/egusphere-egu26-8166, 2026.

Since the 1950s, the Institute of Geology and Geophysics, Chinese Academy of Sciences (IGGCAS) has been engaged in postgraduate education. Over the decades, it has trained numerous specialists in fields such as Geology, Geophysics, Geological Resources and Geological Engineering, Planetary Science, and Marine Geology, many of whom now hold prominent positions in academia, government, and industry.

As the scientific disciplines have advanced and integrated, the backgrounds of the Institute's graduate students have become increasingly diverse. In addition to training students from the aforementioned disciplines of Earth Sciences, the institute also admits undergraduates who are majored in Mathematics, Physics, Chemistry, and Life Sciences. Therefore, this shift has made comprehensive field-based instruction essential for bridging the gap between knowledge and practices.

To meet this need, the IGGCAS has developed a series of field teaching programs, including:

(1) Formation and Destruction of the North China Craton: A geological fieldtrip focused on regional tectonic evolution.

(2) Geophysical Field Observation: Practice for data collection and analysis on seismometers.

(3) Space Physics Internship: Field-based course centered on atmospheric and space sciences.

(4) French-Italian-Swiss Alps Fieldtrip: An International Geological Excursion.

These programs are annually conducted in a small-class format led by experts from different disciplines. By combining cutting-edge scientific questions in classic geological sites, these programs can deepen students' understanding of interdisciplinary work and greatly improve their practical research skills.

How to cite: Song, Y.: Field Teaching in Earth and Planetary Sciences Aligned with Disciplinary Development, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-8709, https://doi.org/10.5194/egusphere-egu26-8709, 2026.

Andean societies are expected to face increasing climate risks due to intensifying hydroclimatic extremes, long-term warming, and high exposure of livelihoods and infrastructure across complex topography. While climate datasets and analytical methods are rapidly expanding, translating climate information into actionable decisions remains constrained by persistent gaps in usability, institutional interfaces, and workforce competencies. EMPOANDES is a newly initiated Erasmus+ CBHE multi-country capacity-building initiative that will address these challenges by strengthening the regional climate services ecosystem through coordinated higher-education modernisation, applied training, and stakeholder co-definition of educational needs.

The project will follow a staged, needs-led implementation pathway to strengthen climate-services education and training across the participating countries and at the regional Andean scale. First, EMPOANDES will conduct a co-definition of education and skills needs with universities, national meteorological and hydrological services, and key sectoral users, combining country-level assessments with a regional synthesis to identify common capacity gaps and priority thematic areas. Second, these findings will be translated into a structured portfolio of courses to be developed or updated, specifying learning outcomes, target audiences, delivery formats, and linkages to sectoral decision contexts. Third, EMPOANDES will develop competency guidelines for climate service provision to harmonise expectations across institutions and to provide the reference framework for curriculum design. Fourth, the project will create and/or revise the selected courses and their associated teaching materials, ensuring coherence across modules and comparability across countries. Finally, a train-the-trainers programme will be implemented to build instructional capacity and ensure sustainable delivery, complemented by pilot roll-out and iterative refinement based on learner feedback and stakeholder validation.

This contribution will present the planned implementation architecture (partner roles across universities, national meteorological and hydrological services, and sectoral actors), the competency-to-curriculum mapping strategy, and the project monitoring framework (training coverage, prototype maturity, and adoption pathways). EMPOANDES is expected to deliver an operational portfolio of educational assets and early-stage climate service prototypes with defined pathways to impact, thereby contributing to sustained regional capacity for climate-informed adaptation planning in Andean mountain contexts.

How to cite: Olano Pozo, J. X., Aguilar, E., Boqué-Ciurana, A., Cimolai, C., Sigró, J., and Domenech, A.: EMPOANDES: Capacity-building for climate services development in the Andes through a multi-country HEI-NHMS-stakeholder partnership, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-9847, https://doi.org/10.5194/egusphere-egu26-9847, 2026.

Geodesy is the science that quite literally makes the world go round. It involves defining coordinate systems, determining Earth's position in space, and mapping Earth's gravity field. Serving as the foundation for all geospatial data, geodesy provides reliable and stable coordinate systems, as well as satellite positioning to acquire coordinates essential for various types of geospatial data. Nowadays, a notable challenge at least in some parts of the world is the decline in dedicated geodesy education, despite the growing significance of understanding geodetic topics and techniques.

To gain insight into the challenges of geodesy education in the Nordic and Baltic countries, the Nordic Geodetic Commission (NKG) is conducting an assessment of geodesy teaching in the region. The aim is to identify the topics covered, the education level at which they're taught, and explore opportunities for collaboration in teaching between geodesy experts and other disciplines, while also increasing public awareness about the field. We present here the results of the geodesy teaching survey and identify the needs of various stakeholders.

How to cite: Nordman, M.: Assessing Geodesy Education in Nordic and Baltic Countries, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-11002, https://doi.org/10.5194/egusphere-egu26-11002, 2026.

How to cite: van Zelst, I., Lythgoe, K., Gilligan, A., Jenkins, J., Kemp, M., Smith, J. L., Curtis, A., Kotowski, A., Funiciello, F., Erdős, Z., Grima, A. G., Peskens, R., Offer, L., Arnould, M., Crameri, F., Handley, H., and Barosch, J.: The Science Storyteller: Curiosity-driven learning based on narrative, performance, and play to improve geophysical science literacy, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-11769, https://doi.org/10.5194/egusphere-egu26-11769, 2026.

The rapid expansion of Generative Artificial Intelligence (GAI) offers unprecedented opportunities to support higher education, particularly in data-intensive scientific disciplines. In undergraduate water sciences programmes—such as the BSc in Water Resources from Rey Juan Carlos University (Spain)—students are required to interpret hydrometeorological datasets, understand the dynamics of the hydrological cycle, and apply analytical methods to real environmental problems. However, many students face persistent barriers when working with programming languages such as R (R Core Team, 2023), which are essential for exploring, processing, and visualizing hydrometeorological data. These limitations hinder their ability to achieve key learning outcomes related to data literacy, problem‑solving, and digital competence. To address these challenges, an educational innovation project was implemented in the core Hydrometeorology course (2^nd year) using a structured pedagogical strategy that integrates GAI as a learning support tool. The initiative combines: (1) teacher training through institutional AI‑literacy programs; (2) the redesign of practical activities to incorporate AI-mediated code generation; (3) explicit instruction on ethical, critical, and responsible AI use and correct prompt writing; and (4) the deployment of student surveys and performance analytics to evaluate effectiveness.

All the students completed the AI ethics training module and were also taught how to craft effective prompts, including strategies for specifying context, defining constraints, and iterating queries, to obtain accurate, reproducible, and pedagogically relevant outputs from GAI tools. AI tools—primarily Microsoft Copilot (Microsoft, 2025; https://copilot.microsoft.com/)—were used to scaffold R programming tasks linked to open hydrometeorological datasets from the Spanish Meteorological Agency (AEMET; opendata.aemet.es). This enabled students to focus on conceptual understanding rather than syntactic details. Student perceptions were assessed through structured surveys, and academic performance was contextualized by comparison with by comparison with repeat students who had previously taken the course without AI support. Preliminary results from two structured student surveys (N=12) indicate positive perceived impacts. Among first‑time students, 7/9 reported increased autonomy in hydrometeorological data analysis, 8/9 found the AI support pedagogically useful, and 8/9 recommended its continued use. Recurrent students who had previously taken the course without AI reported reduced perceived difficulty and improved performance, with all of them acknowledging higher confidence when working with data and code.

This project provides empirical evidence on how GAI acts as a pedagogical scaffold to reduce programming barriers, foster inclusive learning, and enhance motivation. By improving data analysis competencies, it supports Sustainable Development Goals on education, water management, and climate action, while informing future curricular innovations in Earth and Environmental Sciences programmes. The authors acknowledge the support of the Vice-Rectorate for Academic Innovation of Rey Juan Carlos University through the 2025 Teaching Innovation Project Call, which made this initiative possible.

How to cite: Izquierdo, T. and Jiménez-Díaz, A.: Bridging the programming gap: Integrating AI-mediated coding tools to strengthen hydrometeorological data analysis competencies in undergraduate water science students, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-12245, https://doi.org/10.5194/egusphere-egu26-12245, 2026.

Global change is increasingly pressing continental water systems through climate variability, accentuated extreme events, ecosystem degradation, urbanisation, and shifting and unpredictable socio-political conditions. These drivers interact across scales and sectors, generating complex and often unforeseen systems responses. Addressing such challenges requires professionals who are able to think beyond disciplinary boundaries, work with uncertainty, and co-develop solutions with diverse actors rather than applying predefined technical recipes. These challenges are especially relevant in the field of geoscience, and water sciences in particular, calling for educational approaches that go beyond codified knowledge, explicitly fostering creativity, collaboration, and confidence in interdisciplinary and multicultural contexts.

This contribution presents a new educational approach starting in September 2026, offered by the consortium EUCOR – the European Campus and the Ecohydrology Programme by UNESCO, an international 2-year Master Course on Continental Water Sustainability (https://switch.unistra.fr/formation/master-cws/) to train young talents in transdisciplinary and sustainable management of inland water socio-ecosystems, at the intersection of natural sciences, social sciences, and engineering. Crossing borders, the Master Course CWS will provide a double-degree jointly offered by the Karlsruhe Institute of Technology (Germany) and the University of Strasbourg in cooperation with ENGEES (France).

The training programme will bring together academic experts and experienced practitioners to train small, interactive groups of students in problem-solving in hydrosystem management. Practical work includes the harmonization of human use and nature's needs for water, nature-based solutions (NBS), climate-change urban and landscape adaptation, modelling and planning, ecopsychology and technological innovation. We aim at graduating so-called “hydro-nexialists”, professionals specialized in water-related content, but who are able to see connections between disciplines, are skilled in conflict resolution, and are able to solve complex problems by employing an evolutive project design. While the first year introduces our students to novel learning techniques and approaches to navigate in complex themes, the second year almost exclusively consists of practical courses with relevant stakeholders to prepare for professional success and efficiency in socio-environmental problem-solving. The course, delivered in English, is open to all students having a BSc in Natural and Engineering Sciences related to water and the environment.

The programme is used here as a case study to reflect on how education in water sciences can be adapted to better prepare students for global change. We argue that this educational model supports the development of professionals capable of navigating complexity and uncertainty in water systems and offers transferable insights for geoscience education more broadly.

How to cite: Franca, M. J., Wittmann, F., Marchant, V., Mohrlok, U., Payraudeau, S., Scherer, U., Imfeld, G., Kappes, B. A., Schmitt, L., and Wantzen, K. M.: Educating transdisciplinary water professionals for global change: the joint European Master’s programme in Continental Water Sustainability, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-12639, https://doi.org/10.5194/egusphere-egu26-12639, 2026.

The fundamental competencies of an effective civil engineer can be represented by the metaphor of a bird’s wings. One wing embodies technically-centered competencies, while the other embodies equity-centered competencies. This bird, representing an engineer working in water resources and other civil engineering contexts, needs both wings to fly.

Traditional civil engineering education in Canada, and we suspect elsewhere, has asymmetrically developed and prioritized technically-centered competencies over equity-centered ones. This pedagogical miscalibration undermines the ability of future engineers to fulfill their fundamental responsibility to work in the interest of the public good, which includes the safeguarding of human life, welfare, and the environment. The implications of this miscalibration are evident in the history of civil engineering, which is filled with technically excellent and often well-intentioned designs that have contributed to unjust, unsustainable, and racist outcomes.

To respond to this need to elevate equity-centred competencies as foundational in the training of civil engineers, we undertook a bottom-up, program-wide initiative with the goal of systematically embedding equity-centred competencies, goals, and knowledge systems across the undergraduate civil engineering program at the University of Victoria (Canada). This initiative integrated and sequenced modules on environmental justice, sustainability science, anti-racism, and equity, diversity, and inclusion (EDI), linked through the unifying principle of “equity”. Yet, we recognize the potential limitation that linking these efforts may flatten important differences across these distinct intellectual traditions (sustainability, environmental justice, EDI).

Through initial successes in 3rd and 4th year water resource and groundwater hydrology courses, this initiative expanded by iteratively consulting with interested departmental faculty members and through voluntary curriculum development supported by an initiative-dedicated teaching assistant. In total, 23 lecture slide decks and 8 in-class activities were developed and are now embedded within multiple core courses, ensuring every student in our program is now directly exposed to these concepts. We have made all resources openly available on our ‘Learn and Teach Green, People-Centered Civil Engineering’ initiative website (https://oac.uvic.ca/civelearningandteaching/).

Our goal in describing this initiative is to inspire or enable similar initiatives by documenting our motivations, conceptual framings, curriculum development process and outcomes, and reflections on lessons learned through this process.

How to cite: Huggins, X. and Gleeson, T.: Strengthening our wings of equity to help civil engineering students navigate and soar in our challenging world: successes and lessons from a bottom-up curriculum initiative in Canada, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-12952, https://doi.org/10.5194/egusphere-egu26-12952, 2026.

Solar radio emissions from the photosphere and corona represent a well-known source of interference for satellite communication systems, particularly during Sun transit events, when the Sun aligns with the line of sight between a ground receiver and a geostationary satellite. While these phenomena are typically studied using large, high-gain research antennas, they also offer a valuable opportunity for higher education, demonstrating how meaningful space physics measurements can be carried out using simple and widely available instrumentation.

This contribution shows that reasonably accurate measurements of solar noise can be obtained using commercial satellite TV receiving systems, such as Direct-To-Home (DTH) Ku-band antennas and low-cost receivers, commonly employed for satellite broadcasting. These systems are inexpensive, easy to deploy, and familiar to students, making them particularly suitable for educational activities that bridge undergraduate teaching, laboratory work, and applied research.

The work is based on long-term measurements originally collected in the context of rainfall opportunistic sensing (ROS) experiments, which continuously monitor the received signal strength from geostationary broadcast satellites using small parabolic dishes (0.6–1.5 m diameter). During Sun transit events, these datasets naturally include characteristic signal-to-noise ratio (SNR) degradations caused by solar radio emission entering the antenna beam. By exploiting these events, students can learn how to extract physical information—such as equivalent solar noise temperature—directly from real-world measurements.

A key educational aspect addressed in this study is the role of antenna beam geometry. Commercial Ku-band antennas have beamwidths of approximately 1.5–3°, significantly larger than the apparent solar disk (~0.53°). As a consequence, the received signal integrates emissions from the entire solar disk and part of the surrounding corona. This effect is discussed and compared, for reference, with measurements from high-gain X-band antennas of NASA’s Deep Space Network, which provide much narrower beams and spatially selective observations. Such comparisons help students understand fundamental concepts in antenna theory, radiometry, and measurement uncertainty.

Experimental results from a multi-year campaign (2018–2023), conducted in northern Tuscany using a 0.8 m dish pointed at a GEO broadcast satellite, are presented as an example of how Sun transit measurements can be incorporated into teaching laboratories and student projects. The apparent solar trajectory across the antenna beam is reconstructed using solar ephemerides, enabling a direct connection between theoretical models and observed data.

Overall, this contribution demonstrates that low-cost satellite TV equipment can serve as an effective educational and research tool for introducing students to solar radio physics, satellite communications, and experimental data analysis, fostering hands-on learning while producing scientifically meaningful results.

Acknowledgements: This work was supported by the following projects: Space It Up, funded by Italian Space Agency (ASI) and the Italian Ministry of University and Research (MUR) – Contract 2024-5-E.0 - CUP I53D24000060005; FoReLab (Departments of Excellence), funded by MUR.

How to cite: Giannetti, F. and Sapienza, F.: Teaching and Research Opportunities in Solar Noise Measurements Using Low-Cost Satellite TV Receiving Systems, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-13471, https://doi.org/10.5194/egusphere-egu26-13471, 2026.

Graduates entering policy and political fields face complex, real-world sustainability challenges. Effective education must therefore bridge disciplines, foster collaborative learning, and cultivate systemic thinking. This contribution presents a game-based simulation designed to immerse students and future decision-makers in the intricate realities of land management, climate change, and economic policy across five West African countries.

Within this transformative teaching approach, participants assume leadership roles, making strategic decisions within a dynamic scenario. The simulation is designed to confront participants with complex situations and setbacks, allowing them to explore possibilities and experience the cascading consequences of their choices within their assigned roles. It reveals how abstract concepts, like policy trade-offs, cross-sectoral interdependencies, and long-term climatic feedback manifests in tangible, often unforeseen outcomes. This tool illuminates the hidden complexity behind seemingly straightforward political choices, challenging participants' assumptions and fostering essential interdisciplinary thinking.

We discuss this as an effective and engaging practice for interdisciplinary education. The game facilitates peer learning and collaborative problem-solving in a compelling environment, aligning it with teaching methodologies like problem-based learning. It is supposed to equip learners with competencies to tackle complex sustainability problems. This paper focuses on the pedagogical benefits and participant learning outcomes. It further contributes to actionable insights to the repertoire of modalities for interdisciplinary geoscience and sustainability education, emphasizing the value of simulated experience for professional preparation.

How to cite: Bendzko, T. and Turgut, E.: Learning Through Simulated Governance: A Game-Based Approach to Interdisciplinary Sustainability Education, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-13631, https://doi.org/10.5194/egusphere-egu26-13631, 2026.

The “Green & Pink for Sustainable Education” (GPS^Education) project presents an innovative, internationally oriented framework for teaching and learning in higher education, with a specific focus on geoscience education and its connections to societally relevant challenges. The project strengthens cooperation among ten Italian universities and a network of partner institutions across Africa, Asia, and Latin America, with the aim of developing advanced, transferable competencies in sustainability, Earth Observation (EO), and digital innovation.

Within GPS^Education, teaching and learning are addressed as drivers of capacity building and educational transformation. The project adopts a transdisciplinary approach that integrates geosciences, socio-economic analysis, Nature-Based Solutions (NBS), health, and digital technologies, while explicitly embedding gender equality and inclusiveness as educational principles. This framework responds to key challenges in higher education, including the need to link scientific content to real-world sustainability issues, to enhance critical thinking and decision-making skills, and to adopt innovative digital and blended learning strategies.

A central educational innovation is represented by Work Package 4, dedicated to Advanced Skills Long Life Learning Courses. Five modular courses have been co-designed and delivered through international mobility and hybrid teaching formats, addressing topics such as remote sensing for EO, land degradation and regeneration within the LULUCF framework, NBS for climate change adaptation, carbon accounting, and the use of XR/VR environments for sustainable built and natural systems. These courses combine theoretical foundations with hands-on, data-driven learning, enabling participants to work with satellite time series, cloud-based EO platforms, and scenario-oriented tools. Particular attention is paid to developing self-assessment and problem-solving skills that can be directly transferred to teaching, thesis supervision, and curriculum design in home institutions.

The establishment of an EO Hub at the École Nationale Supérieure des Mines de Rabat (ENSMR) exemplifies a concrete solution to common teaching challenges in geoscience education, such as limited access to data, tools, and interdisciplinary expertise. Conceived as a living educational laboratory, the EO Hub supports collaborative teaching, supervision, and research, linking global EO resources with site-specific case studies on land degradation, ecosystem regeneration, and climate adaptation in Mediterranean and North African contexts. Innovative educational technologies, including cloud-based EO analysis and immersive XR/VR visualizations, are explored both for their pedagogical potential and for a critical assessment of their strengths and limitations in higher education.

By sharing lessons learned, teaching strategies, and educational resources developed within GPS^Education, this contribution aims to foster international dialogue within the EGU community on effective, inclusive, and future-oriented practices in geoscience education. The project offers a replicable model for integrating cutting-edge geoscience research, digital innovation, and societal relevance into higher education teaching and learning.

Acknowledgements

The project TNE23-00012 “Green & Pink for Sustainable Education” (GPS^Education) is funded within the PNRR by Sub-Measure T4 "Transnational Initiatives in Education", Investment 3.4 "University Teaching and Advanced Skills" of the National Recovery and Resilience Plan, Mission 4 "Education and Research" - Component 1 "Strengthening the Offering of Education Services: From Nursery Schools to University", for the promotion and implementation of transnational educational initiatives (TNE).”, supported by the European Union, NextGenerationEU – CUP D74G23000280006.

How to cite: Genzano, N., Banfi, F., Castaldo, G., Cerati, D., El Moussaoui, T., Gabriele, M., and Brumana, R.: An Earth Observation Hub for Advanced Skills and Sustainable Geoscience Education: The TNE-GPSEducation Experience, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-13789, https://doi.org/10.5194/egusphere-egu26-13789, 2026.

As global challenges become more complex, higher education teaching is increasingly expected to contribute to societal impact through collaboration with actors beyond academia. Such arrangements offer threefold benefits: students simultaneously develop their personal, disciplinary, and professional competencies; educators gain experience in facilitating learning in complex environments; societal actors benefit from knowledge exchange and co-creation with academia. Capitalizing this potential requires careful course design and implementation.

In this contribution, we introduce a framework for academia–society collaborations that invites reflection on how to strengthen cross-disciplinary and -sectoral learning and impact. The framework stands on four pillars: study project design, stakeholder roles, student selection, and teachers’ roles and practices. We showcase this framework through the Sustainable Global Technologies (SGT) Studio course at Aalto University, which, for twenty years, has developed interdisciplinary education through global academia-society collaborations. In SGT, interdisciplinary student teams work on real-world challenges in collaboration with external partners, typically based in the Global South (e.g., NGOs, businesses, governmental organizations). Throughout the course, each student team is mentored by an appointed teacher – commonly a practitioner with topical expertise, master’s students, doctoral researchers, or postdoctoral researchers – to guide the students’ learning process.

Through the case study of SGT, we examine the implications of different design configurations (across past, present, and future of the course). Firstly, we show how study project designs can evolve from local desk studies to transdisciplinary and international project cases in response to changing societal needs and gradual development of pedagogical capacity. The degree of openness and disciplinary breadth impacts students’ ability to identify and recognize the connections between technology, innovation, design, entrepreneurship, and social, economic, and environmental sustainability.

To further support this, the selection and role definition of stakeholders is key in how students contextualize their theoretical knowledge in real-world settings. By engaging with stakeholders, students get to discuss and negotiate diverse perspectives, including value conflicts and forms of knowledge beyond academia.

At the same time, strategically composing student teams by aligning diverse backgrounds with the nature of project is central in enabling boundary-crossing dialogue and broadening students’ understanding of their disciplinary contributions to societal challenges.

Finally, and perhaps most importantly, we discuss how teachers’ roles have transformed from supporting individual student teams toward establishing and sustaining structures through various research- and practice-based educational initiatives. These structures enable peer learning and cross-teaching among educators from different disciplines, cultures, and institutions.

Taken together, our contribution exemplifies how course design choices influence transdisciplinary learning and generate impact across multiple actors. The proposed framework acts as a practical tool that supports educators seeking to strengthen interdisciplinary and impactful education. Importantly, SGT shows that there is no fixed recipe for designing learning that remains relevant forever. By presenting a course developed over 20 years, we illustrate how interdisciplinary education adapts to a changing world and raises questions about the future direction of academia-society collaborations, and what is needed to support these directions to maintain meaningful and societally relevant education.

How to cite: Muhonen, M. and Sundman, J.: Supporting Transdisciplinary Learning Through Global Academia–Society Collaborations: A Four-Pillar Framework, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-14227, https://doi.org/10.5194/egusphere-egu26-14227, 2026.

How to cite: Goldsmith, G. R., Verbeke, M., Forsythe, J., and Fisher, J.: A distributed model for undergraduate education in environmental remote sensing: increased student interest in science and sense of science identity and belonging, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-14351, https://doi.org/10.5194/egusphere-egu26-14351, 2026.

Interdisciplinary geoscience education is increasingly expected to equip students with sustainability competencies that connect scientific knowledge with societal relevance and practical action. However, such approaches often rely on individual teaching initiatives that are difficult to sustain and scale across educational levels.

We present a cyclic educational model that integrates geoscience research, teacher education, school practice, and knowledge dissemination, using soil as an interdisciplinary entry point to sustainability education. University researchers, pre-service teachers, in-service teachers, and school students are involved in a shared learning process in which teaching materials are co-developed, tested in practice, and iteratively refined.

The case illustrates how problem-based learning can foster interdisciplinary collaboration while reducing dependence on individual educators through shared resources and open educational materials. We argue that cyclic and collaborative teaching designs provide a scalable pathway for interdisciplinary geoscience education and support the development of sustainability competencies from secondary to higher education.

How to cite: Garcia-Santos, G., Huber, I., Blasge, K., Olsacher, M., and Puff, M.: From soil science to sustainability competencies: a cyclic model for interdisciplinary geoscience education, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-15796, https://doi.org/10.5194/egusphere-egu26-15796, 2026.

Anxiety is a prevalent and persistent challenge in today's society, may influence an individual’s well-being and self-confidence. In higher education, students are often put in situations of increased stress, such as high-percentage evaluations and time constrained examinations. The anxiety related to these assessments may have direct impact on learning outcomes. This study examines how gender differences may lead to different levels of assessment anxiety, and how this directly relates to students’ academic self-efficacy and final grade outcomes in undergraduate science education. 

During Fall 2024, a survey was administered across multiple introductory-level undergraduate science courses at McGill University, including courses relating to Geosciences, such as Natural Disasters, Mathematics, and Physics. For each course, the survey was made available to students the day following their first midterm and remained open for a two-week period. A total of 277 students responded to the survey, representing 13% of the total enrolment. Of these responses, 188 students consented to providing final grades, representing 9% of the total enrolment.  

The survey used Likert scale questions to measure state anxiety, trait anxiety and academic self-efficacy. State anxiety is defined here as the situational anxiety experienced in response to a specific evaluative context. This construct captures cognitive worry, emotional strain, and ability to concentrate, making specific reference to the respondent’s recent assessment in the course. Trait anxiety refers to the persistent anxiety experienced across all evaluative situations, and is not tied to one specific assessment. Academic self-efficacy reflects students  confidence to successfully perform academic tasks and achieve desired outcomes within a course. The survey also collected demographic information. Of interest to the work presented here, 55%  of survey responses identified as female and 42% as male. 

To explore potential gender differences in anxiety, and the resulting impact on learning, we analyze the data by gender. Preliminary results indicate a significant difference in descriptive statistics. Women’s self-efficacy scores exhibit a relatively uniform distribution with a lower mode, reflecting greater variability and a larger proportion of lower scores. Men’s scores are more concentrated at the higher end, indicating higher and more consistently reported self-efficacy. Further analysis use multiple regression to examine how these gender-related differences in anxiety and self-efficacy may lead to differences in final grade outcomes. Understanding these differences is critical in geoscience and related fields, as it can inform more effective teaching strategies and support equitable learning experiences for all students. These findings can advance the development of more inclusive curricula and assessment practices. They may also inform instructional training related to assessment design and delivery that aims to promote both student well-being and academic success.

How to cite: Webb, E., Yazdani, A., Brule, V., and Slapcoff, M.: Gender Differences in Assessment and Anxiety in Undergraduate Science Courses , EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-16274, https://doi.org/10.5194/egusphere-egu26-16274, 2026.

Writing scientific papers is a key skill for researchers, and increasingly also for professionals in geoscience and engineering. It is very time-intensive and challenging, especially for PhD candidates or master's students doing it for the first time. In interdisciplinary contexts, the process can be tough even for seasoned professionals. Courses and other resources on academic writing help, but they might leave the actual process – from ideation and data collection to editing and publishing – quite unfamiliar. Some educators have made losing the research paper virginity easier by facilitating co-writing of real-life papers together in short timeframes through courses or workshops. This process can be a win-win for everyone involved: academic staff can finally develop that lingering research idea into a paper with the help of others, and early-career researchers can complete the usually daunting first paper much earlier than they otherwise would. Additionally, scientific writing and incorporating multidisciplinary perspectives becomes much easier once you have experienced the process once.

Unfortunately, scientific works or other materials on such hands-on writing processes are difficult to find. In this presentation, we hope to showcase one way of facilitating such a student co-writing process from start to finish. This process was piloted as part of Aalto University’s Sustainable Global Technologies Studio course in 2024, where multidisciplinary master’s student teams tackle real-life problem-based learning cases with the help of mentors and stakeholders. As part of this course, students travel abroad to work on their case. In this instance, students explored a small Mexican artisan village, studying artisan practices and changes in their environment that impact their livelihood. After returning to Finland, the mentor facilitated a systematic writing process to produce a qualitative academic paper on the students’ work. In short, the team first analyzed the interview data with a coding guide, wrote results into representative sections guided by academic frameworks, and after lengthy albeit educative editing, the paper was submitted to a journal.

The initial five weeks during which students participated in the writing worked well, and progress was speedy. This intense writing process with clear responsibility division, weekly deadlines, and progress meetings yielded the desired outcome – an article draft. Finalizing the paper took longer than expected, but the paper was submitted at the end of 2025. Here, we hope to present one way of facilitating such a process and discuss the lessons learned.

Our experience is that such a systematic approach has high potential to effectively teach both master’s and PhD students about scientific writing and to produce interdisciplinary papers effectively in different kinds of teams. Furthermore, our experience illustrates the potential of project courses in generating impactful outcomes beyond the course itself, which can be of interest for educators interested in practical approaches that deepen the professional relevance of such courses.

How to cite: Juvakoski, A., Chen, X., Sundman, J., Muhonen, M., Taka, M., and Varis, O.: Writing a Scientific Paper with Master’s Students in Five Weeks — One Example of How It Can Be Done & Lessons Learned, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-17381, https://doi.org/10.5194/egusphere-egu26-17381, 2026.

Publishing in a peer-reviewed scientific publication is considered an asset when applying for scholarships and working positions.

It is however unlikely that students will get to get first-hand experience in writing a real paper until their master´s degrees or PhDs, even though they are often asked to carry out literature reviews as part of their learning.

At the University of Innsbruck, students attending the Bachelor of Geography and the Bachelor of education with a minor in Geography are required to attend seminars in Physical Geography.

Such seminars aim to teach students how to read literature about different geomorphic processes critically, usually with the aim of writing a report and presenting their findings.

This project aimed to additionally provide them with first-hand experience in writing a scientific article intended for international publication. This was goal was achieved by channelling their efforts into writing a review on the visualisation techniques that have been employed in literature to showcase the changes in the landscape brought on by different geomorphic processes.

Both the geomorphic processes and the visualisation techniques to be investigated were selected in advance. For the first part of the semester, the students were split into groups and each assigned a geomorphic process between: a) water erosion and deposition, b) creep, c) debris flows, d) glacial erosion and deposition, e) physical and chemical weathering, f) rockfalls, g) shallow landslides.

While each group carried out their main task of writing a group report, they were additionally asked to keep track of any visualisation technique they came across by compiling a standardised table.

Each person was additionally asked to focus on one specific visualisation technique, which they also described in their report, among: a) 2D renderings, b) 3D renderings, c) topographic approaches, d) videos, e) charts and graphs and g) analogue representations.

During the latter half of the semester, the students were then asked to regroup on the basis of the visualisation technique and to prepare a presentation detailing how the same technique was applied differently, if at all, among different geomorphic processes.

At the end of the semester, all of the students´ findings and observations were collected and their efforts (report, presentation, homework) graded using a traditional approach.

The last class was a non-mandatory one, exclusively attended by the students who were interested in writing the review.

The students were assigned small writing tasks on the basis of their respective reports to write portions of the review, while keeping the overall goal in sight.

All of the students were asked to review their peers´ work and the overall draft.

The review is currently in the works and is to be submitted featuring all of the students who took part in the writing of it as co-authors. Students will additionally be involved in the revision process of the review.

How to cite: Giarola, A. and Temme, A.: Making published authors out of bachelor students , EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-17811, https://doi.org/10.5194/egusphere-egu26-17811, 2026.

The global demand for base and strategic metals (e.g. Cu, Zn, Co) as well as for high-technology elements (e.g., In, Te, Se, Sb) increases in response to the green and digital transitions. In order to secure metal supply for the European industry the EU Commission designed the Critical Raw Materials Act with the goal of achieving at least 10% of the EU’s annual metal consumption by extraction within the community. This goal requires well-trained exploration geologists who have experience in working on potential resources within the EU. The ERASMUS+ ARTeMIS (Action for Research and Teaching Mineral exploration Inclusive School) program is a training-through-research project in mineral exploration at the MSc level. The program brings together Master students from six European partner universities (University of Lorraine, FAU Erlangen-Nürnberg, Aristotle University of Thessaloniki, NKUA Athens, Univ. of Bratislava, and ELTE Budapest). Within the program lecturers and students learn the basic theory and safe use of portable spectroscopic tools (pXRF, pLIBS, pVNIR-SWIR and pRAMAN) as well as the treatment of data. Additionally, the ARTeMIS program offers classroom instruction in exploration planning, use of GIS data, and mineral resource geochemistry related to porphyry-epithermal metal deposits in the Tethyan Metallogenic Belt. The course is supplemented by a two-week field school in NE Greece (Central Macedonia and Thrace regions) dedicated to the application of portable spectroscopic tools in demanding field work environments. The field training is combined with mapping of porphyry Cu-Mo-Au and epithermal mineralisations and their alteration zones, which are exploration targets for various base, critical and precious metals in Europe.

How to cite: Haase, K., Tarantola, A., Cauzid, J., Melfos, V., Stouraiti, C., Kodera, P., Molnar, F., Hars, E., and Wolf, J.: ARTeMIS_2 - A European training-through-research program for exploration geologists, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-18344, https://doi.org/10.5194/egusphere-egu26-18344, 2026.

The world today is changing at an ever-increasing pace, and higher education is under pressure to keep up with the latest trends in science and the labor market. Currently, attention is increasingly shifting to interdisciplinary and transdisciplinary collaboration, which is essential for tackling urgent and complex tasks. Therefore, educating experts who can effectively transfer knowledge and collaborate across disciplines is crucial.

This contribution discusses and evaluates individual components of a practice-based hybrid model developed and implemented in university-level geoscience seminars. The model is grounded in Supervisor-PhD-Student knowledge exchange process combining traditional lectures, practised-based research-oriented tasks, one-to-one supervision and interactive workshops.

The module simulates work in a scientific environment in which students:

• Develop their critical thinking skills through research reviews and the identification of research gaps.
• Train themselves to be able to provide explanations to those who do not have the same background as them by collaborative research exercises.
• Gain knowledge and practise-based skills by receiving input from tutors and working on partial research projects.

We present the structure of the hybrid model, examples of implemented activities, and reflections on student engagement and learning outcomes. The experience highlights how hybrid teaching formats can enhance motivation, critical thinking, and sustainability awareness. The presented model offers a transferable framework for interdisciplinary geoscience education aligned with the goals of educating future sustainability professionals.

How to cite: Zvara, E. and Zielhofer, C.: Implementing and evaluating a practice-based hybrid teaching model for geoscience education: Lessons from university seminars, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-19390, https://doi.org/10.5194/egusphere-egu26-19390, 2026.

The gap between the demand and supply of specific skills in the field of Earth Observation from Space has been recognized even by the European Commission as one of the main limiting factors for the development of the aerospace sector and, in particular, for the insufficient growth of the European market for products and services based on EO techniques. The lack of a university curriculum covering the entire value chain —  from the design of platforms and sensors to the development of systems, applications, and services based on the processing of EO data from space — represents today still a significant gap. Companies operating in the sector have repeatedly expressed difficulty in finding personnel with such expertise, capable of responding and actively anticipating future market demands in a continuously evolving field like Earth Observation applications from space. Following the guidelines of the EU and leveraging the synergies made possible by the Copernicus Academy Network, a new academic program has been proposed which aims to train professionals with all the fundamental and specialized skills needed for the development of the entire value chain  —  from the design and operation of remote sensing platforms and instruments to the analysis and interpretation of remote sensing data for the development of advanced applications and services. At present all these skills are already offered, separately, albeit in a disorganized manner and with varying intensity and educational objectives, in multiple University curricula, such as Aerospace Engineering, Environmental Engineering, Mechanical Engineering, Electronics and Telecommunications Engineering, Physics, Computer Science, etc. However, there is still no one single University curriculum that combines all the foundational knowledge needed to envision new services and applications of EO from Space, starting from the design of appropriate platforms and tools, rather than solely relying on the existing EO data. To fill this educational gap, has already been recognized as one of the paramount objectives of the Copernicus User Uptake strategy of the European Commission. Actually there is nothing in the European skills catalogue ESCO (European Skills/Competences, Qualifications and Occupations) that alludes to such professional figures. The EO-SAT project funded by the MUR (the Italian Ministry of University and Research) with its new international Master program in "Earth Observations from Space: Advanced Technologies and Applications (EO-SAT), aims to fill this gap by training new professional figures who will be able to find employment in companies operating in the aerospace sector and in ICT, as well as in public administrations. In this paper the long lasting preparation efforts - which include the unique Body of Knowledge for Earth Observation and GIS developed within the EO4GEO project – as well as the main results achieved after the first year of the Master implementation will be presented and discussed. 

How to cite: Tramutoli, V., Colonna, R., Lisi, M., Mancusi, I., and Nayak, K.: Toward a new Academic Curriculum in Eart’s Observations from Space., EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-19773, https://doi.org/10.5194/egusphere-egu26-19773, 2026.

The number of students undertaking Geophysics undergraduate degrees in the UK has been in steady decline, mirroring the trends seen in the Geosciences internationally. To understand the scale of the problem, the demand for Geophysics graduates by industry, and the root causes of the low numbers of students, the British Geophysical Association conducted surveys of 4 key groups: geophysics employers (54 responses), students and Geophysics graduates (437 responses), secondary school teachers (83 responses), and 16-18 year old school pupils (68 responses), between February and July 2024

From the employers’ survey, there is a clear demand for Geophysics graduates, with the number of positions expected each year to be at least double the current numbers graduating. Employers predict growth, particularly in sectors related to the energy transition. However, students, teachers, and school pupils highlight a lack of knowledge about career pathways, as well as a broader lack of awareness about the subject of geophysics, as being the main barriers to studying Geophysics at university. Attractive aspects of Geophysics for survey respondents include fieldtrips and the chance to work outside, as well as the opportunity to combine multiple subjects. There is, however, a perception that studying Geophysics would potentially narrow options at too early a stage. Respondents were neutral overall about perceived associations between geophysics and the hydrocarbon industry. Our results indicate that schools are an important way for people to become aware of geophysics; while there is some geophysical content in school curricula, it is not necessarily badged as such. The importance of A-level Mathematics to studying Geophysics is underappreciated by teachers and school pupils. 

The results of the surveys can be used to inform marketing by universities’ and the wider community, such as showcasing areas of geophysics that are particularly attractive to potential students, such as field opportunities. Our surveys suggest that both more explicit badging of geophysical content already in school curricula, as well as inclusion of geophysical examples and applications into a wider range of school subjects (e.g. Mathematics and Computing) could be useful in raising the profile of geophysics. We recommend engaging with groups of teachers, e.g. through continuous professional development activities, may be an effective way of raising the profile of geophysics in schools and thus with potential students. The surveys highlight that informing potential students and teachers about the diverse career options that geophysics provides is crucial if more people are to consider it as an option at degree level.

How to cite: Gilligan, A., Jenkins, J., Butcher, S., Colquhoun, R., Bie, L., Nippress, S., Johnson, J., Fraser-Leonhardt, V., and Curtis, A.: UK Geophysics Education: student decline, industry demand, and evidenced-based routes forward, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-20266, https://doi.org/10.5194/egusphere-egu26-20266, 2026.

From November 20th to 23rd, 2025, the University of Latvia Institute of Astronomy held the first edition of the workshop "Colours and Life in the Universe" (CLU25). This four-day workshop focused on spectroscopy and the spectral information contained in various objects on Earth and in space, as well as the signatures of life found in them. 

The program was set to have a good balance between theory and hands-on activities. This was achieved by offering four different projects, of which each team conducted one, with an expert assigned to each project. For the project "Colours and Life on Earth and Moons" the expert was Prof. Bernard Foing, project "Colours of galaxies and beyond" expert - Dr. Mojtaba Raouf, project "Dangerous asteroids and exotic stars" expert - Dr. Ilgmārs Eglītis, and project "Colourful Earth from Space" - Prof. Gulin Dede. The first two days were theory focused to obtain the baseline knowledge about spectroscopy, and its applications. The program included lectures, as well as panel discussions from experts across various fields within spectroscopy. The last two days took place at Baldone Observatory and were project-oriented, allowing teams to pursue their interests within the project themes under expert guidance.

The teams had access to the Baldone Schmidt telescope with 1.2 meter mirror and prism spectroscopy, 55 cm Cassegrain telescope with fiber spectroscopy, and other smaller telescopes. After instructions on how to use the telescopes, they could choose the targets and operate the telescopes by themselves with guidance from experts during the whole night.

In the last day, each team presented its project to three experts, who spanned both the space and ground spectroscopy and commercialization aspects. Each team was awarded in a specific category, with options to have funded participation in conferences with their projects, along with other astronomy based activities.

The feedback on the workshop was excellent, as the participants learned the most by applying their newly obtained knowledge to real astronomy problems. It sparked their interest in the field, and a significant portion of the participants are engaged in continuing their projects after the workshop. Some teams even produced novel results, such as getting the spectra of an asteroid for the first time with the Baldone Schmidt telescope, which provided direct benefits for senior researchers.

Due to the success of the event, the workshop will be held annually to popularize the astronomy field in Latvia. Additionally, the workshop workflow can be adapted for other countries and represents a relevant activity for the EGU capacity building. The workshop was organized within the ERDF project No. 1.1.1.5/2/24/A/004.

Invited speakers included: Salim Ansari, Mojtaba Raouf, Gulin Dede, Vilma Puriene, Jara Pascual, Karlis Pukitis, Kalvis Salmins, Andris Slavinskis, Varis Karitans, and Lev Lapkis.

How to cite: Nagainis, K., Foing, B., Atvars, A., Ubelis, A., and Eglitis, I.: Successes and lessons: workshop “Colours and Life in the Universe 2025” at the University of Latvia, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-21062, https://doi.org/10.5194/egusphere-egu26-21062, 2026.

Soils are central to environmental sustainability and human well-being, yet they remain underrepresented in higher education and insufficiently addressed in societal awareness. With more than 60% of European soils affected by degradation, there is an urgent need for educational strategies to help reverse this trend. Within this context, the CURIOSOIL (URL: curiosoil.eu) project implements an integrated educational approach built on the Soil Literacy Assessment Framework (SLAF), which conceptualises soil literacy across four domains of knowledge, attitudes, and skills, operationalised through defined subdomains, descriptors, and learning outcomes. The SLAF provides a common structure for both the design of educational resources and the assessment of learning processes. Guided by this framework, a range of educational resources is being developed across different educational levels.

For higher education, CURIOSOIL will implement four complementary approaches: (1) ready-to-use lesson plans for higher education teaching, including discipline-targeted materials to support integration of soil topics into non-soil standard curricula (2) a Massive Open Online Course (MOOC) as a scalable learning environment designed to raise soil awareness and strengthen soil knowledge in higher education; (3) challenge-based learning activities that engage learners in authentic, societally relevant soil-health challenges; and (4) short online micro-credentials designed to deepen soil health knowledge. Together, these approaches address complementary dimensions of science communication, spanning soil knowledge acquisition, reflection, participation, and action-oriented learning.  

 These activities are guided by CURIOSOIL’s Theory of Change (ToC), which defines long-term goals for assessing change in soil literacy and articulates how targeted educational resources and learning activities are expected to contribute to societal changes towards caring for soil and produce impact.

The main goal of this study is to analyse how different higher education learning environments, designed under the Soil Literacy Assessment Framework and CURIOSOIL’s Theory of Change, contribute to improving soil literacy and fostering responsible soil stewardship among higher education students. In this presentation we will discuss the impact of the four complementary educational approaches of CURIOSOIL to identify which approaches are most effective for specific dimensions of soil literacy. We will investigate how scalable (MOOCs), immersive (CBL), and modular (micro-credentials) learning environments support distinct but complementary soil literacy processes and discuss how these could facilitate the integration of soil topics into non-soil-focused degree programmes. This study is expected to generate data-driven insights into how soil literacy can be designed, measured, and scaled in higher education.

ACKNOWLEDGEMENTS

The authors acknowledge co-funding from the European Union under the Horizon Europe Programme, through the project CURIOSOIL Grant Agreement No. 101112875 and the financial support of CESAM (UIDP/50017/2020+UIDB/50017/2020+LA/P/0094/2020) by FCT/MCTES, through national funds. We also thank project partners for their contributions.

How to cite: de Oliveira Brasileiro, L., Machado, A. I., Rodrigues, R., Horgas, J., Lubbers, I., Huber, S., Gruselle, M.-C., Stolte, J., Nyárai, O., Martin, A., Pedrosa, P., Marques, M., Pombo, L., and Morais Rodrigues, S.: Designing Interdisciplinary Soil Education in Higher Education: Planned Interventions and Impact Evaluation, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-21182, https://doi.org/10.5194/egusphere-egu26-21182, 2026.

How to cite: Lima, A. C., Wein, T., van Hecke, M., and Flantua, S. G. A.: ECO-SPACE: Geospatial Competence and Education in Biosciences, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-21271, https://doi.org/10.5194/egusphere-egu26-21271, 2026.

Open science is a collaborative culture, enabled by technology, that empowers the open sharing of data, information, and knowledge within the scientific community and the wider public.  The practice of open science accelerates scientific research and understanding by encouraging researchers to harness new technologies and collaborative practices, enabling access to information and expertise that may otherwise be out of reach. In order to build an open science community, NASA has developed two courses, Open Science Essentials and Open Science 101, designed to teach researchers, students, and the general public about the principles and practice of open science. Open Science Essentials provides introductory knowledge of the principles, practices, and tools necessary to conduct open science. This knowledge empowers learners to make their research more transparent, reproducible, and available to all. The course covers key topics such as open data, open peer review, and collaborative research practices and takes about 2 hours to complete.The Open Science 101 curriculum provides a deeper, foundational knowledge of the principles and best practices for conducting open science. The 12 hour, 5-module course provides researchers, students, and the general public with a solid foundation on the principles of open science; how to plan, conduct, and participate in open science research projects; legal and ethical considerations when planning open science projects; and open science best practices. Both trainings are available to learners anywhere in the world through free online courses.  Additionally, a slide deck is available to educators to facilitate incorporating the Open Science Essentials course into their own curriculums. This presentation will share information about NASA’s open science courses, how aspects of the courses could be incorporated into curricula and how these courses help build scholarship capabilities in higher education students. 

How to cite: Bugbee, K., Kepner, F., Ressler, B., Stursma, J., Johnson, C., Blanchette, K., Fanourakis, S., Higgins, M., and Ormsby, S.: NASA’s Open Science Trainings as a Resource in the Higher Education Community, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-21827, https://doi.org/10.5194/egusphere-egu26-21827, 2026.