Including Katia and Maurice Krafft Award Lecture
What kind of communication efforts are you engaging in and how are you doing it?
What are the biggest challenges or successes you’ve had in engaging the public with your work?
How are other disciplines (such as social sciences) informing understanding of audiences, strategies, or effects?
How do you spark joy and foster emotional connection through activities?
How do you allow for co-creation of ideas within a community?
How are you assessing and measuring the positive impacts on society of your endeavours?
What are lessons learned from long-term communication efforts?
This session invites you to share your work and join a community of practice to inform and advance the effective communication of earth and space science.
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.
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.
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.
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.
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.
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.
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 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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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 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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
The “Next-Gen COP”, developed by CIMA Research Foundation in collaboration with ARPA Valle d’Aosta and Fondazione Montagna Sicura, is an innovative climate-education programme designed to empower secondary-school students with the knowledge, skills, and agency needed to engage meaningfully in climate action. By simulating the negotiation dynamics of the UNFCCC Conference of the Parties, the initiative integrates scientific literacy, sociopolitical understanding, and participatory decision-making into a single experiential learning pathway.
Launched in 2023 within the RESERVAQUA project, the “Next-Gen COP” focuses on climate-induced water challenges - drought, competing uses, and resource conflicts - issues that strongly affect Alpine and Mediterranean regions. The programme combines multiple pedagogical components:
- scientific training on the physical and legal-political dimensions of climate change;
- collaborative problem-solving, where students design water-management strategies inspired by the Sustainable Development Goals;
- dialogue with experts, enabling learners to refine proposals through evidence-based reasoning;
- Peer-to-peer communication, through poster sessions and public presentation;
- a final negotiation simulation, mirroring COP procedures, including amendments, consensus-building, and voting.
This structure allows students to develop not only climate knowledge, but also key competences highlighted in the session,such as systems thinking, critical analysis, negotiation, and civic engagement. Indeed, the process culminates in a “Next-Gen Charter”, containing ten adaptation and mitigation proposals, formally presented to local policymakers, thereby linking classroom learning to real-world governance.
The first edition in Valle d’Aosta involved around 150 students and demonstrated the programme’s capacity to foster climate agency, strengthen understanding of water-related risks, and promote inclusive, community-oriented climate action. The model is now being replicated in Liguria and Trento-Bolzano, expanding its reach and enabling comparative insights across diverse socioenvironmental contexts.
The “Next-Gen COP” offers a scalable and transferable approach to climate change education, showing how experiential, participatory, and policy-oriented learning can empower young people to contribute actively to climate resilience at local and global scales.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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 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.
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.
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.
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.
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.
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.
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 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.
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.
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.
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.
Posters virtual: Fri, 8 May, 14:00–18:00 | vPoster spot 5
EGU26-16962 | Posters virtual | VPS1
Geocultural Education and Digital Geovisualizations of Mountain Mining Landscapes: From Analog via Digital to Real-World explorations – a conceptional approachFri, 08 May, 14:06–14:09 (CEST) vPoster spot 5
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 19th 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.
