Abstract. Fractional crystallization and mineralogy are foundational yet challenging topics in undergraduate geoscience education. The M&M's® magma chamber lab is a widely used hands-on activity to illustrate these concepts, but students often focus on procedural tasks over conceptual understanding. To address this, Magma Pop, a serious educational game, was developed for a third-year volcanology course at the University of Canterbury, New Zealand. The game reinforces key concepts such as mineral formulae, the role of fractional crystallization, and the relationship between temperature and magma composition through interactive, visual gameplay. In this paper, we document the iterative development of Magma Pop and aim to emphasize the role of games in advancing geoscience pedagogy and highlight how Magma Pop can be used in a geoscience curriculum.

Abstract. ClimarisQ is both a web and mobile game developed by the Institut Pierre-Simon Laplace to support climate change communication through interactive decision-making. This paper presents an exploratory evaluation of the game based on a post-play questionnaire completed by 77 users. Respondents rated ClimarisQ positively in terms of usability and scientific credibility. Self-reported outcomes indicate that the game supported reflection on the complexity, trade-offs, and uncertainty of climate-related decision-making, rather than the acquisition of factual knowledge, particularly among users with prior expertise. The respondent group was predominantly composed of educated and climate-aware adults, which limits generalization to other audiences. Beyond the questionnaire, the game has been tested in dozens of facilitated sessions with thousands of non-specialist participants, with consistently positive feedback. These results suggest that ClimarisQ can function as a complementary tool for climate education and outreach, especially when used in facilitated settings that encourage discussion and interpretation.

Abstract. Nepal is located in one of the most seismically active regions of the globe, where a major earthquake is long overdue, yet much of the existing building stock remains highly vulnerable to collapse during intense ground shaking. Public engagement in earthquake preparedness is a vital aspect of reducing casualties and limiting structural damage, with education playing a significant role in shaping both individual and collective protective behaviours. In honour of the 10th anniversary of the devastating, the 2015 Mw 7.9 Gorkha earthquake, an Earthquake Learning Exhibition was organized in Pokhara, Nepal, to improve students' knowledge of earthquakes, risk perception, and preparedness. The event showcased fourteen interactive modules that explored earthquake science, causes, and safety measures, engaging nearly 2000 participants mostly at age 11 to 17. Pre and post-event surveys indicated notable advancements in scientific understanding, with 93 % of students identifying plate tectonics as the primary cause of earthquakes, and 95 % recognizing their vulnerability to events exceeding a magnitude of 8. Students exhibited increased awareness of structural vulnerabilities, local seismic risks, and the likelihood of experiencing a major earthquake in their lifetime. A significant 85 % of those surveyed rated the exhibition positively, with 98 % reporting enhanced preparedness, and many indicated plans to share knowledge within their communities, suggesting a ripple effect in disaster preparedness. The exhibition has proven to be an effective and replicable model for integrating interactive learning with community-based preparedness. Recommendations include long-term follow-up and the expansion of teacher training to ensure the sustainability and amplification of its impact.

Abstract. Many climate scientists refrain from advocacy and activism because they worry it decreases their credibility. Through a survey of almost 1000 Dutch respondents, we compare responses to a text written in a neutral tone to those of a text written in an advocating tone on perceived credibility of the authoring scientist in these texts. 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. We also analyse the effect of the type of visual element in the text, to test whether a visual element that is more science-based can increase the perceived credibility of the scientist in the knowledge domain. However, we do not find any significant differences between a scientific bar chart and a stock photo. Based on these results, we conclude that advocacy can increase the climate scientist's average perceived credibility. However, we find that the fraction of respondents that feels called to action is not higher for those who read the advocacy text, suggesting that advocacy does not stimulate behavioural change in this case.

Abstract. With the impacts of climate-related hazards, such as extreme heat, heavy precipitation, drought, flooding, wildfires, tropical storms, and severe weather becoming more intense and frequent, exposure to these hazards continues to increase as population growth expands into areas prone to higher hazard risk such as coasts, wetlands, and wildlands. Despite these trends, adaptation efforts remain a patchwork of local initiatives implemented primarily at the individual and household level and are not enough to keep pace with increasing hazard impacts. Most climate communication strategies have targeted non-expert audiences to raise awareness and increase adaptive behaviours. However, studies exploring how climate scientists are engaging professionally and personally with climate change impacts are rare. A key aspect of this study is that it specifically focuses on geoscientists, a cohort of experts who study and understand the causes, impacts, and risks of natural hazards. Their professional work provides a distinct perspective on the tangible consequences of climate change. This study is part of a larger research project which examined discipline-level engagement (i.e., funding, research, publications) and professional engagement (i.e., teaching, learning, work) across the geosciences in the United States. We review these larger trends in discipline-level and professional engagement with natural hazards and focus the bulk of this paper on an extended line of inquiry that assesses the integration of expert hazards knowledge into geoscientists' personal decision-making processes. The results of this study indicated a knowledge-action gap related to hazard engagement that appears to be systemic across the geoscience discipline within the United States. This study provides a baseline for future research into evaluation of climate expert behaviours and actions as it relates to climate hazards. It also provides a new communication simulation that can be tested internationally and compared to this study's results. In addition, the simulation can be incorporated into in-person settings to facilitate discussion about climate hazard risk considerations.

Abstract. A web app called “Sedimentary Rock!” (https://geo.ris.ac.jp/kitazawa/SedimentaryRock/, Kitazawa et al., 2017) has been developed to reveal geological strata to human hearing and rhythmic senses, much like music, in a straightforward manner. The web app was designed and opened for non-specialists in geology. A columnar section created on the app is converted to notes and played. The thickness of a layer is converted to the length of a note, and the grain size is converted to pitch level. We converted schematic columnar sections of several environments and real Pleistocene strata from Vietnam into music and surveyed the educational effect of the web app using a questionnaire. Sedimentary Rock! makes learners understand that the strata consist of concepts of grain size and thickness of stratum, and provides a new intuitive experience to listen to geological history.

Abstract. This study explores the role of television meteorologists as key communicators of climate change within a global context. Utilizing a survey of 204 participants from 81 countries, it examines their perspectives, strategies, and challenges in addressing climate issues. Despite their brevity, the responses – primarily from experienced professionals in meteorology and media – emphasized the significant communicative potential of television weather segments. Most participants reported strong climate knowledge, significant concern about its impacts, and reliance on trusted scientific sources like IPCC reports. Key barriers to effective communication included the complexity of climate science, misinformation, and limited public understanding. However, respondents identified strategies for improvement, such as tailored messaging, engaging visuals, and leveraging social media to reach younger audiences. Television emerged as the most impactful medium for raising awareness, complemented by print and digital platforms. The findings underscore the need for a global communication strategy emphasizing clear, actionable, and solutions-oriented messaging. By integrating international initiatives with context-specific strategies, television meteorologists can serve as key intermediaries between scientific knowledge and public engagement. This research highlights the importance of fostering informed societies, enacting national regulations, and advancing international agreements to drive collective action against climate change.

Abstract. In this study, we explore students' learning experience during a university course in which students studying environmental and geosciences attend the Arctic Circle Assembly conference, introducing them to a wide range of stakeholders and viewpoints from geopolitical to Indigenous perspectives. Using qualitative methods, we studied the students' sense of belonging and transformativeness of the learning process and how those might influence the development of the students' professional identity. In situ interviews, written reflections of the students, and in-depth interviews after the course reveal elements of the transformative learning process, in which the students' sense of belonging played a role: lack of belonging to the expert community induced dilemmas and belonging to the student group enabled joined reflection. However, some dilemmas do not seem to lead to transformation. Therefore, as pedagogical implications of our findings, we highlight the importance of the facilitation of critical reflection and discourse of the learner's values and beliefs. Facilitation should consider students' prior learning and background and include building of trust and belonging in the learning community, enabling the challenging reflections. We suggest that flexible pedagogies and approaches of transformative climate change education have potential to mould students' professional identity and widen their perspectives on what it means to be a responsible scientist or expert in the Arctic context. This requires not only a deep knowledge of the physical processes but also an awareness and understanding of the region's complex socio-economic dynamics.

Abstract. Out-of-classroom Education and Outreach initiatives can improve the uptake of Science, Technology, Engineering and Maths courses at higher education and can help address gender balances within the fields. Arctic Frontiers, a non-profit organisation based in Tromsø, Norway, has been running various projects under the Young Program banner since 2012. Through their four programs, ranging in levels from Kindergarten to Early Career Professionals (and ages from 5 to 35), over 3000 individuals have been exposed to Arctic research and science through workshops, mentoring, career seminars and excursions. With the rate of climate change in the Arctic and the geopolitical changes in the region, Education and Outreach initiatives focusing on Arctic science are now even more crucial, but potentially more challenging to run. This study evaluates the main educational activities and the best practices of the Arctic Frontiers Education and Outreach programs from the last decade, to highlight a number of possible programs which can be run in regions inside and outside of the Arctic. Additionally, a first analysis of the reach and success of the program is provided, by identifying trends in participant numbers, geographical interest and demographic identifiers. There has been an increase in participation across three of the four programs, including an increase in international participation and from those representing Arctic nations. Qualitative feedback from participants reveals that the programs are having a positive influence on their choice of Science Technology Engineering and Maths education or careers. Applications for the two programs with mentoring aspects are dominated by women, which reflects some of the current literature regarding women seeking formal mentorship for career development from areas outside of the Arctic.

Abstract. We present a study aimed at evaluating how experiment-driven communication, in particular in the field of volcanology, seismology and tsunami sciences, is effective in conveying quantitative concepts and increasing the understanding of natural phenomena. We conducted two dissemination initiatives dedicated to creating the general public's awareness and appreciation of geoscience, each targeting a different type of audience. The first initiative was a lesson delivered to high-school students with a humanistic background as part of the European Researchers' Night. The second was an interactive experiment/activity carried out in a booth hosted by the Italian Civil Protection Department, focused on best practices for risk mitigation. It was presented during an international event dedicated to fandom culture (Lucca Comics and Games), which was entirely unrelated to geoscience. The core of both initiatives – focused on volcanic conduit dynamics, earthquake localization and magnitude calculation, and volcanic landslide-induced tsunami – consisted of hands-on experiments, corroborated by the determination of parameter values, adding a quantitative dimension to the phenomenological experience. We also delivered questionnaires to all participants aimed at evaluating the effectiveness of the conveyed messages. One questionnaire was delivered to the 62 high-school students during the European Researchers' Night and two questionnaires (pre- and post-experiment) were delivered to 26 participants during Lucca Comics and Games. The results of the survey show that our experiments were well-received and, as a general conclusion, underline that geophysical hands-on experiences can successfully foster the engagement of people, even when providing quantitative evidence. However, it is also important to adapt the dissemination initiative to the target audience, by considering the amount of time available and the background of the attendee. For external instructors who present experiments to high school classes, we once again assessed the importance of the synergy between school teachers and external communicators before and after the events, in order to avoid contradictory messages delivered to students. We finally underline the importance of finding new ways to promote a modern and interactive way to communicate geoscience.