How to cite: Schlegel, R. and Zuhr, A. M.: Beyond the Bathroom: Hygiene and Comfort (for Women) in Polar Regions, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-1222, https://doi.org/10.5194/egusphere-egu25-1222, 2025.

At EGU  2024 the Gorgoneion Collective introduced the project addressing " Gear Hack for women:  Polar Gear Revisited for Female Friendly Field Operations".  

The project market research opened up a wider dialogue around women in Antarctica. These sessions have created a small community and we hope to create discussions to improve working conditions for women in the polar regions.
We drew our first prototypes that were tested in Antarctica. The drawings brought together innovations but also symbolic elements to give a homage to people who live in extreme and hostile environments.

We went to visit two factories that we partnered with Inter plume, Getex and met REAL STAAM. Our approach incorporates eco-responsibility and these three companies are the perfect embodiment of shared values.

 We have been working on testing a Prototype with 

• A company in Chamonix which designed the basic forms for the fieldwork clothing
• a company in France run entirely by women,  for the production of the prototype
• A company in France run entirely in a sustainable way for the production of the duck feathers used in the clothing
• A company in France that produced the merino underclothing that would go under the field clothing.
• The International Polar Foundation which operates the Belgian Station Princess Elisabeth Antarctica
• Partius in Belgium that helps with the Project Management
• Scientists from the Netherlands who tested the clothing and gave their feedback

The prototypes were tested in the deep field by scientists from the project FROID who worked on the Antarctic plateau at temperatures going to -45°C.

At EGU 2025 we will give a report on the prototypes and how well they functioned and what modifications will be necessary in order to produce improved versions for the next testing season.  We will then select a researcher who will be working in the deep field to test the new prototypes in 2025-26 before making these available to a wider community in the season 2026-27.

The Gorgoneion Collective can be followed on the following platforms: Instagram, Linked In

How to cite: Johnson-Amin, N. and Johnson, L. N.: Gear Hack for Women – Field Testing of Prototype , EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-4272, https://doi.org/10.5194/egusphere-egu25-4272, 2025.

Inspiring Girls Expeditions (IGE)* is a transformative wilderness science education program designed to empower young women through immersive, hands-on experiences in the natural world. With a focus on fields traditionally underrepresented by women, such as glaciology and mountaineering, IGE fosters leadership, self-confidence, and teamwork while promoting scientific inquiry and artistic expression.

Girls on Ice Austria*, one of the most recent additions to the IGE network, offers a ten-day expedition in the Ötztal Alps, where participants, aged 15-17, engage in scientific research, mountaineering, and artistic projects. These all-female expeditions aim to break down barriers for underrepresented genders in science and outdoor activities by providing a supportive and inclusive environment. Female scientists, artists, and mountain guides lead the expeditions, offering mentorship and expertise while encouraging participants to push their physical and intellectual boundaries.

During the expedition, participants learn basic mountaineering skills (e.g., knot tying and crevasse rescue), conduct scientific experiments, and engage in creative activities such as painting and sketching the alpine landscape. These activities are designed not only to introduce participants to the scientific method but also to help them develop a deeper connection to nature and strengthen their personal resilience. Importantly, the program is tuition-free, removing financial barriers to participation and opening doors for those who might not otherwise have access. Such opportunities can serve as preparatory experiences for subsequent scientific fieldwork.

Here, we present the methods used to foster inclusion and teach participants with a low or mixed experience level how to operate in the field environment. Specific approaches include: (1) clear explanation of expectations for each activity (duration, planning, breaks, etc.); (2) dedicated timeslots for mentor and peer-to-peer guidance on everything from packing a bag to using the toilet; (3) ad hoc mentor and peer-to-peer advice on walking efficiently, coping with fuel and hydration issues, and managing body temperature and the elements (e.g., how not to get wet, and why); (4) formal safety training for critical activities such as glacier travel and crevasse rescue, emphasizing the need to establish a common group approach and communication strategy; (5) encouragement to voice individual needs and discuss how they can be met alongside team needs and goals; and (6) regular check-ins and feedback opportunities.

We discuss how such programs and the tactics deployed within them can be leveraged to increase diversity in scientific leadership, provide hands-on learning experiences, and inspire and equip the next generation of young women to pursue careers in geoscience and beyond.

How to cite: Bertolotti, G., Nicholson, L., Reppert, V., Staudinger, I., and Schlamon, F. and the Girls* on Ice Austria (austria@inspiringgirls.org): Girls* on Ice Austria: strategies for inclusive approaches to field experiences, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-12789, https://doi.org/10.5194/egusphere-egu25-12789, 2025.

Fieldwork is a vital component of geoscience research, providing unique opportunities for data collection, hands-on learning, and team collaboration. While discussions on fieldwork often center around challenges—such as exclusion, harassment, and inequality—it’s equally important to highlight positive experiences and the factors that contribute to them.

I aim to share my personal experiences as an early-career scientist of how respect, trust and inclusion in my teams on various occasions fostered productive and empowering environments. From short field trips in Austria to organizing an international field campaign in Bolivia and managing logistical efforts for a month-long expedition in Greenland, I have consistently felt valued as an equal contributor, regardless of my career stage. I will discuss key practices that made these experiences successful: encouraging early-career researchers to take on responsibilities, fostering open communication, and promoting shared decision-making. These approaches not only helped build my confidence but also contributed to the overall success of the field campaigns.

By sharing lessons learned from these experiences, this contribution aims to suggest practical strategies for building positive and inclusive fieldwork environments. While it is essential to acknowledge and address the difficulties some face, presenting successful examples can inspire teams to create a culture of mutual respect and trust. This perspective encourages reflection on how we can collectively ensure that fieldwork remains a safe, supportive, and enriching experience for all.

How to cite: Schroeder, M., Prinz, R., Abermann, J., and Steiner, J.: Empowering Fieldwork: A Positive Perspective on Respect, Inclusion, and Responsibility, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-18532, https://doi.org/10.5194/egusphere-egu25-18532, 2025.

Fieldwork is inevitably place based and raises the question of how local communities are engaged. We have been working to create venues for communicating research that has addressed community priorities, and that support co-creation with local communities. We will highlight the Community Science Exchange (CSE), a collaboration by a coalition of partner societies. The CSE launched to elevate, share, and expand the reach of science performed by, for, and with communities through the journal Community Science as well as the Hub, designed for sharing various outputs of community science. We will also discuss AGU Publications’ policies aimed at improving transparency and equity for research collaborations in resource-limited settings.

How to cite: Giampoala, M., Schuette, A., Vrouwenvelder, K., Dedej, S., and Ricci, M.: Centering Community: How Scientific Publishers Can Promote Inclusive Research Practices, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-12932, https://doi.org/10.5194/egusphere-egu25-12932, 2025.

Passive dust traps were installed in summer of 2024 at the Kobbefjord Research station in west Greenland (64°08’ N, 51°23’ W) to capture local and long-range transported dust. The installation included three different types of dust traps for wet and dry deposition as well as vertical flow, following the standard methods for wind erosion research and model development by Webb et al., USA. The Kobbefjord Research station belongs to the Greenland Institute of Natural Resources (GINR). 

Planning and preparations for the installations were carried out with the essential help from the station manager (KR). Materials that could be interesting for the Arctic foxes that live in the station area, e.g., rubber and plastics, needed to be avoided. Also any material that would collect insects rather than aeolian dust, e.g. sticky pads, were advised to be avoided. To ensure the installation materials arrived in time in Greenland, our visiting team (OM and LT) transported everything as personal luggage from Finland to Greenland. There, the research station could be reached only by boat, weather allowing, since there are no roads to the station.

The dust traps were installed by the visiting team on 14 August and they collected dust until the end of September 2024. During the visit, stream samples were also collected and quartz filters for further laboratory analysis (e.g., dust and Black Carbon) at the Finnish Meteorological Institute (FMI) were prepared. At the time of the visit, there was no snow close to the station, but snow on glaciers and mountain tops up to 1300 m could be observed. The snow surfaces were observed to have visible amounts of light-absorbing impurities, most likely due to local dust.

OM and LT gratefully acknowledge H2020 EU INTERACT DUST project (no. 871120).

How to cite: Meinander, O., Thölix, L., and Raundrup, K.: Planning and conducting a field campaign in west Greenland to capture local and long-range transported aeolian dust, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-3994, https://doi.org/10.5194/egusphere-egu25-3994, 2025.

The Terrestrial Ecosystem Research Network (TERN) is Australia's land observatory. With a network of 1000, 1-ha plots across the nation, TERN has over 10 years of experience developing standardised monitoring protocols and implementing on-ground field surveys across Australia's unique environments.

With a dedicated team of experienced ecologists, including plant and soil specialists, students and volunteers, operating independently, camping in remote locations for ~12 days, research infrastructure is created through a suite of standardised, repeatable monitoring methods. Site location, soil, landscape and environmental attributes, vegetation community and floristics data are collected. Herbaria specimens, leaf tissue samples, soil samples, and metagenomic samples are collected for a national repository and freely accessible to the international research community.

Aside from the research data created, TERN has developed best practices for managing field teams who conduct remote fieldwork in challenging environments, including safety and communication procedures, scientific permitting approvals, and biosecurity procedures for transporting samples across jurisdictions. 

Building on TERN's experience, the Ecological Monitoring System of Australia (EMSA) was created in collaboration with the Australian Government Department of Climate Change, Energy, the Environment and Water (DCCEEW). EMSA provides the tooling for natural resource management (NRM) practitioners and ecologists to expand Australia's network, with plot-based monitoring specifically designed to test the effectiveness of NRM investment projects.

EMSA provides on-ground practitioners with a modular suite of standardised survey protocols, comprehensive instruction manuals, a field data collection app, and a centralised data management and storage system for the Australian Government's Biodiversity Data Repository. Support is provided via a help desk, a community of practice with monthly information sessions and opportunities for questions, discussions and shared learning. Multi-day on-ground training programs and outreach activities upskill ecologists from regional delivery partner organisations and contractors. The modular approach encourages and allows project managers to consider their specific project needs when designing the monitoring program. The ongoing learning opportunities and the repeatability of the methods enable ecologists and field practitioners, once experienced in the techniques, to take up job opportunities across the country, applying the skills to different ecosystems.

How to cite: O'Neill, S., Irvine, K., Kilpatrick, E., Tokmakoff, A., Derby, L., Leedman, A., DeChazal, J., Cook, A., and Sparrow, B.: Fieldwork for the collection of ecological monitoring data – learnings from creating research infrastructure in Australia, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-13919, https://doi.org/10.5194/egusphere-egu25-13919, 2025.

How to cite: Oikarinen, T., Salovaara, J. J., and Lauri, K. A.: Piloting a course model for blended multisite field course, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-17745, https://doi.org/10.5194/egusphere-egu25-17745, 2025.

Fieldwork didactics and education for sustainable development (ESD) are integral components of geography teacher training. However, these subjects are often taught separately. Fieldwork in nature provides a wide range of opportunities for experiencing nature, and Nature Bildung is regarded as a central concept in ESD. Moreover, research highlights that a connection to nature is a significant factor in promoting sustainable and responsible actions (Grund & Brock, 2020; Mayer & Frantz, 2004; Roczen, 2011).

We will present a collaborative project between the University of Education Ludwigsburg and University College Copenhagen, exploring how Nature Bildung theory and geographical fieldwork didactics can be combined to enhance Nature Bildung through fieldwork courses in teacher education. As part of the project, five student groups each designed a three-hour fieldwork assignment in the UNESCO Geopark Odsherred. These assignments were developed based on pedagogical and didactical theories, with students tasked to select field trip locations that aligned with their conceptual frameworks.

The project was evaluated to address the question of how geographical fieldwork can be conceptualized in teacher education to foster Nature Bildung through a double-didactic approach. Data for the evaluation includes a questionnaire, observation field notes, student-designed materials, and group interviews conducted post-project.

In our presentation, we will share key findings from the study and discuss their implications for teacher training programs and ESD.

Grund, J., & Brock, A. (2022). Formal Bildung in times of crises: The role of sustainability in schools, vocational education, and universities. Institut Futur, Freie Universität Berlin. Available at https://www.bne-portal.de/bne/shareddocs/downloads/publikationen/FU-Monitoring/fu-monitoring-formale-bildung-in-zeiten-von-krisen.pdf (14.01.2025).

Mayer, F. S., & Frantz, C. M. (2004). The connectedness to nature scale: A measure of individuals’ feeling in community with nature. Journal of Environmental Psychology, 24(4), 503–515. https://doi.org/10.1016/j.jenvp.2004.10.001

Roczen, N. (2011). Environmental competence – the interplay between connection with nature and environmental knowledge in promoting ecological behavior (dissertation). Eindhoven University of Technology.

How to cite: Conrad, D., Heidemann Langhoff, J., Vocilka, A., and Wejdling, T.: Combining Geographic Field Trips and Nature Bildung: A Dual Approach in Danish and German Teacher Training, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-19771, https://doi.org/10.5194/egusphere-egu25-19771, 2025.

Fieldwork is the cornerstone of geoscience education. But what kind of work?

Since the late 1990s, has the rise of digital technologies altered its role?

Geologists are increasingly confronted to data that are less and less rooted in their original contexts, raising questions about their validity, critical assessment, and realism of models. It is therefore essential to develop the ability to connect field observations with data processing, fostering the ability to discern which elements must be quantified or qualitatively integrated into databases.

At UniLaSalle, field observation is a pillar of geosciences training. To complement digital advancements, we have embedded it into a continuous, structured pedagogical framework throughout the five years of engineering training (three years for technician training). This "spine" includes a minimum of 18 weeks spread across 10 field camps, allowing students to acquire scientific expertise, geological skills, as well as interpersonal and professional values and skills.

During the first three years, the educational skills focus on analyzing various dimensions (e.g., mineralogy, paleontology, petrology, sedimentology, structural geology...), observing, mapping, characterizing objects methodically, deducing processes and their interrelations, estimating their relative importance, and creating a cartographic or 3D block model as a basis for all future applications.

The chosen field locations cover a wide variety of geological contexts, broadening skills and enabling adaptation to the specificities of each domain. Students gradually progress from interpreting maps to creating them, and by their third year, they produce a "Research Initiation Report."

Over time, students take on managerial responsibilities, including mission management, educational supervision, group safety, data verification, and the development of data acquisition methodologies.

In the master's program, two complementary objectives are emphasized:

• Developing critical distance regarding data quality:M1 students supervise undergraduate students. They must create a map using data collected by undergraduate students. This experience enhances their understanding of data quality, biases, and methodological rigor.
• Integrating multidisciplinary data (log data, geochemical, geophysical, etc.) into cartographic analysis. Cross-referencing and coherence analysis help to verify various hypotheses and encourage reflection on the critical and effective use of collected data depending on the practical problem at hand (environment, energy, materials, etc.). This requires methodological support for scientific approaches.

By establishing the conditions for effective "learning by doing" and "peer tutoring," the structure of the 10 field camps allows students to consolidate their learning through spontaneous questioning and regulation that virtual methods cannot replicate. Similarly, the variety of roles and positions strengthens their understanding and mastery of skills. Lastly, group work fosters inclusion, requiring everyone to collaborate with peers from diverse approaches and cultures.

This level of autonomy, confidence, and competence allows students to see themselves as scientists and professionals, contributing to the success of UniLaSalle teams in various international competitions. Fieldwork remains the ultimate reference in our professions: validation through the field is nearly incontestable—a reality that speaks for itself.

How to cite: Ottavi Pupier, E., Leyrit, H., and Ottavi, S.: The Field: An Essential Foundation for Geologist Training in the Digital Era, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-18098, https://doi.org/10.5194/egusphere-egu25-18098, 2025.

Fieldwork is an essential component of geoscience education. However, challenges such as weather, safety concerns, logistical and accessibility problems can impact the overall experience. This study explores the use of Virtual Field Trips (VFTs) to enhance students’ learning experience before, during, and after fieldwork, and in some cases, replacing physical fieldwork. The research was conducted in the alpine region of Finse, Norway, a popular fieldwork destination for several geoscience courses at Norwegian universities.

The VFTs were created using drone-captured photospheres and Digital Outcrop Models, offering immersive simulations of the field environment. Data on the educational potential was collected from students and teaching staff who tried out the VFT outside of a course context. Pre-fieldwork questionnaires were used to gather student expectations, followed by interviews with the same group after some of them used the VFT in the field. The study makes use of the theory of Novelty Space to explore the potential of VFTs; by reducing student uncertainty in areas not related to fieldwork (cognitive, social, psychological and geographical), the students can focus on the educational elements of the fieldtrip.

The VFTs were seen as a potentially valuable tool for preparing for fieldwork by helping students visualize the site and identify areas of interest. VFTs were also considered useful for post-fieldwork activities, such as report preparation and presentations, and were recognized for enhancing inclusivity by providing virtual access to field sites for students who cannot participate in physical fieldwork.

In a field course, students expressed excitement about the upcoming fieldwork, describing it as "exciting" and "interesting," though many also reported feeling "nervous" and "stressed," particularly about missing other courses and the challenging conditions of the field location. Social aspects, such as working in groups with their classmates and establishing good working relationships with teachers, were a common concern. The VFT is particularly useful to address cognitive and geographical concerns prior to fieldwork, and afterwards, students who did not take appropriate photos, or record observations during the field trip, used the VFT post-fieldwork for their projects. Moreover, students who used the VFT as a substitute for fieldwork found that, despite not being physically present, they were able to engage in group discussions and contribute to report writing.

This research highlights the potential of VFTs to overcome barriers in geoscience fieldwork, enhancing accessibility and engagement. The positive feedback indicates that VFTs can enhance preparedness, serve as a supplement or substitute for fieldwork, and support post-fieldwork activities. Additionally, VFTs offer opportunities for knowledge exchange between institutions, enabling broader access to fieldwork experiences. Future work will refine VFT design and explore their use in diverse educational settings based on the users’ feedback.

How to cite: Theodoropoulos, E., Lundmark, A. M., Dunnett, K., Kenji Horota, R., and Staalesen Lilleøren, K.: Virtual Field Trips: Enhancing learning before, during, and post-fieldwork, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-1047, https://doi.org/10.5194/egusphere-egu25-1047, 2025.

Virtual field trips (VFTs) have gained considerable importance for education in recent years (Friess et al. 2016, Stainsfield et al. 2000), offering innovative approaches to teaching and learning in higher education and beyond.The presentation will entail different approaches to implementing VFTs in higher education including teacher training and highlights the learning opportunities. The main ways to create a virtual field trip based on digital maps are presented. There are two basic variations of application: First, utilizing existing VFTs, which are available for numerous geoscience topics and places. Second, enabling students to create their own VFT or digital map based on obtained or existing data. A range of tools with varying levels of complexity can be employed for this purpose (Leininger-Frézal & Sprenger, 2022). Selected case studies will be used to show how virtual environments can be developed to explore spatial themes in different places. In addition, first empirical evidence is presented (Leininger-Frézal & Sprenger, 2022) that depicts learning opportunities in VFTs from the perspective of students. The results show that these are seen particularly in the accessibility of places and to promote inclusion. Limitations arise from the perspective of students due to the fact that no direct real experience is possible or also due to inadequate technical equipment. The experiences and results from three virtual field trip projects (Virt-Ex (Leininger-Frézal & Sprenger, 2022), V-Global, and V-GeoSciEd)) will be presented in order to highlight opportunities and challenges for teaching and learning in Higher Education.

Friess, Daniel A., Grahame J. H. Oliver, Michelle S. Y. Quak, and Annie Y. A. Lau. 2016. “Incorporating ‘Virtual’ and ‘Real World’ Field Trips into Introductory Geography Modules.” Journal of Geography in Higher Education 40 (4): 546–564. https://doi.org/10.1080/03098265.2016.1174818.

Leininger-Frézal, Caroline, and Sandra Sprenger. 2022. “Virtual Field Trips in Binational Collaborative Teacher Training: Opportunities and Challenges in the Context of Education for Sustainable Development.” Sustainability 14, 12933. https://doi.org/10.3390/su141912933.

Stainfield, John, Peter Fisher, Bob Ford, and Michael Solem. 2000. “International Virtual Field Trips: A New Direction?” Journal of Geography in Higher Education 24 (2): 255–262. https://doi.org/10.1080/713677387.

How to cite: Sprenger, S., Leininger-Frézal, C., and Heidari, N.: Virtual Field Trips (VFT) - Approaches and Learning Opportunities for Higher Education , EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-6418, https://doi.org/10.5194/egusphere-egu25-6418, 2025.

Fieldwork is an essential part of geoscience training. It teaches spatial reasoning, teamwork, and organizational skills while requiring integration of diverse observations and iterative hypothesis testing. Successful field campaigns demand critical thinking, problem-solving, and adaptability—skills that many students find challenging, particularly when faced with open-ended tasks that lack “correct answers.” Moreover, physical fieldwork can also be exclusionary, particularly for students with health or mental impairments, lower socioeconomic status, or inflexible family obligations that limit their ability to enter the field. To address these barriers, we need inclusive and innovative methods to teach transferable field skills to all students, regardless of their ability to participate in physical fieldwork. Interactive Virtual Field Trips (iVFTs) offer a promising solution by enabling students to explore spatially integrated, data-rich environments and “visit” inaccessible sites at their own pace with fewer external stressors.

We present an iVFT to the Mont Albert ophiolite complex (Québec, Canada), designed to train and assess students in field preparation and critical thinking in an accessible, inclusive setting. We built the iVFT as a “choose your own adventure", challenge-based virtual environment that provides a structured yet flexible framework for cultivating field skills such as strategic planning, data integration, and decision-making in dynamic scenarios. The environment integrates desktop virtual reality with an option of VR/AR compatible glasses for full immersion. To prepare for the 'field' activity, we instruct students to plan an initial field campaign justified by their chosen research problem and terrane accessibility inferred from a topographic map, and "pack a backpack" based on logistical constraints (including weight estimates). Students then enter the virtual environment and test the validity and flexibility of their field plans by making real-time decisions about site selection (i.e., what outcrops to study in detail, and why) and sampling strategies (i.e., what samples to 'collect,' and how much they weigh). The “choose your own adventure” framework allows for embedding unexpected challenges related to weather, health and safety, and active decisions of how and where to spend time. Students keep “field notebooks” to document observations, evolving hypotheses, and modifications to original field plans. During the exercise, we encourage metacognition by guiding student articulation of reasons behind decision making, responses to unexpected challenges, and strengths and weaknesses of original field plans. After the exercise, we captured this cognitive growth through post-activity written reflections. 

Preliminary assessments using pre- and post-surveys and student products, including narrative reflections, indicate that this approach enhances students’ confidence in tackling complex, open-ended problems while fostering skills critical to real-world fieldwork. Leveraging iVFTs as fieldwork preparation tools has the potential to impact geoscience education by providing students with a safe, accessible, and effective platform to develop critical thinking, problem-solving, and field planning skills. Such skills are transferable both to in-person field experiences, and more broadly, to complex problem-solving.

How to cite: Kotowski, A. and van Vuuren, N.: Cultivating Fieldwork Skills Through a “Choose Your Own Adventure” Interactive Virtual Field Trip, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-13672, https://doi.org/10.5194/egusphere-egu25-13672, 2025.