Science communication includes the efforts of natural, physical and social scientists, communications professionals, and teams that communicate the process and values of science and scientific findings to non-specialist audiences outside of formal educational settings. The goals of science communication can include enhanced dialogue, understanding, awareness, enthusiasm, improving decision making, or influencing behaviors. Channels can include in-person interaction, online, social media, mass media, or other methods. This session invites presentations by individuals and teams on science communication practice, research, and reflection, addressing questions like:

What kind of communication efforts are you engaging in and how you are doing it?
How is social science informing understandings of audiences, strategies, or effects?
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.

Modern-day challenges such as climate change, pollution, desertification, natural hazards, and species extinction demand urgent solutions. While science is often at the forefront of addressing these issues, art has traditionally been seen primarily as a source of entertainment. However, a growing community of artists and scientists is coming together to address these pressing concerns. Art, with its ability to evoke emotion, serves as a powerful tool for cognitive learning and delivering messages that reignite a sense of beauty and responsibility for the planet. Collaborations between scientists and artists are becoming essential in engaging people more deeply with environmental issues and promoting sustainable lifestyles. These interdisciplinary partnerships offer a unique way to communicate complex scientific topics to non-experts—particularly in areas like climate change, where public understanding can be fragmented or confused. Both scientific and artistic communities share a common interest and responsibility in raising awareness of planetary boundaries and the fragility of Earth's ecosystems. While traditional educational methods have addressed these challenges, science-art collaborations create new pathways for research and dialogue, offering a human and emotional context through artistic expression. This session aims to explore these interdisciplinary conversations through lectures, academic posters, and visual art displays. By symbiotically blending STEM and the arts, we hope to foster discussions on how these disciplines can collaborate to explore, communicate, and respond to the societal, economic, political, and environmental issues we face—ultimately driving more effective communication and action.

Games have the power to ignite imaginations and place you in someone else’s shoes or situation, often forcing you into making decisions from perspectives other than your own. This makes them powerful tools for communication, through use in outreach, disseminating research, in education and teaching at all levels, and as a method to train the public, practitioners, and decision-makers in order to build environmental resilience.

Games can also inspire innovative and fun approaches to learning. Gamification and game-based approaches add an extra spark of engagement and interaction with a topic. Gaming technology (e.g. virtual reality) can transport and immerse people into new worlds providing fascinating and otherwise impossible experiences for learners.

In this session we welcome contributions from anyone who has used games, gaming technology, and/or game-based approaches in their research, their teaching, or public engagement activities.

Visit www.games4geoscience.wordpress.com to learn more about the session.

All science has uncertainty. Global challenges such as the Covid-19 pandemic and climate change illustrate that an effective dialogue between science and society requires clear communication of uncertainty. Responsible science communication conveys the challenges of managing uncertainty that is inherent in data, models and predictions, facilitating the society to understand the contexts where uncertainty emerges and enabling active participation in discussions. This session invites presentations by individuals and teams on communicating scientific uncertainty to non-expert audiences, addressing topics such as:

(1) Innovative and practical tools (e.g. from social or statistical research) for communicating uncertainty
(2) Pitfalls, challenges and solutions to communicating uncertainty with non-experts
(3) Communicating uncertainty in risk and crisis situations (e.g., natural hazards, climate change, public health crises)

Examples of research fitting into the categories above include a) new, creative ways to visualize different aspects of uncertainty, b) new frameworks to communicate the level of confidence associated with research, c) testing the effectiveness of existing tools and frameworks, such as the categories of “confidence” used in expert reports (e.g., IPCC), or d) research addressing the challenges of communicating high-uncertainty high-impact events.

This session encourages you to share your work and join a community of practice to inform and advance the effective communication of uncertainty in earth and space science.

This session, which is co-organised by the Green Cluster (TRIQUETRA, THETIDA, RescueME, STECCI Horizon Europe projects funded under topic HORIZON-CL2-2022-HERITAGE-01-08) and the FPCUP action, aims to host discussions focused on the identification and quantification of the impacts of Climate Change on Cultural Heritage, using novel and state-of-the-art techniques. At the same time, the session serves as an opportunity to showcase the latest advances in the field of Cultural Heritage protection and preservation, through systematic monitoring and documentation, while simultaneously encouraging citizen engagement and the development of crowdsourcing applications and activities. The session will also highlight the importance of EU initiatives and funding in the field of Cultural Heritage, which faces a series of new challenges as a result of Climate Change. Finally, presentations will provide all interested parties with valuable insight into new strategies and applied technologies that may serve as paradigms moving forward.

Knowledge co-creation is key for participatory and transdisciplinary research and is often described as “science with society”, rather than science for society. Co-creation, co-production, and co-design refer to methods of participatory collaborative research, with adjacent terms including “public engagement”, or “community-led". All these methods are becoming increasingly recognised as necessary for solving complex societal and sustainability problems and challenges such as climate change, with joint efforts required from academia, enterprises, governments, and local/indigenous communities. Another advantage of co-creating with communities is that collaboratively designed solutions are more likely to be implemented and sustained long-term.

There are a wide variety of co-creation methodologies, including citizen science methods, which differ in levels of community collaboration depending on the question and goals of knowledge production. This session welcomes topics and case studies of co-creation from all disciplines and levels of participation of non-academic actors, from community consultation during the planning phases of the project goals to citizen scientists as data crowdsourcing. The idea is to not only highlight best practice, but also identify challenges associated with community co-creation. By sharing major learnings, best practices, and strategies, the session aims to promote increased participatory methods in mainstream science activities. Those participating in the session may also choose to submit a full paper in a special issue of Geoscience Communication (an EGU journal that covers outreach, public engagement, widening participation, and knowledge exchange in the geosciences), which will be based on the contributions of this session.

This session is a call for researchers to recognise that they are more than mere observers, and that non-academia actors are more than those observed. By enabling discussions and knowledge production on equal basis, transdisciplinary co-creation can empower communities, especially underrepresented communities who are often not heard.

Whether you thrill at the chance to tell taxi drivers and dinner-table companions about your research or want to hide every time someone asks, “What do you do?”, we offer an exciting and valuable challenge for you.

Inspired by the XKCD comic that describes the Saturn V Rocket using only the thousand most common words in English (http://xkcd.com/1133/), we ask speakers to present short (~5-minute) scientific talks using the same vocabulary (determined via the Up-Goer Five Text Editor: http://splasho.com/upgoer5). The talk is preferably about your own research but can also be about a general topic you are interested in.

Why should you contribute to this session? The section below is written using the Up-Goer Five Text Editor:

When you change the kinds of words you use to explain what you do, you:

- Find what is at the heart of your work.
- Can now tell ANYONE what you study, because you can make things as simple as they can be.
- Show that it matters to explain what you do so others can understand, even if it's hard.

For motivation, check out the Up-Goer Five talks from AGU Fall Meeting 2020: https://www.youtube.com/watch?v=lxWrerZhfrk. Join us for an inspiring session and learn about your and others' research in new and beautifully simple ways!

Your geoscience is important, and it can make a difference to the world! But, you need to communicate this! Our journal’s mission is to publish the research on best practice, so we all learn how to be the best communicators we can. This session is to help you publish about the tools, tips and techniques you use to create impact in your educational, outreach, or engagement (e.g. with government, industry) work.

The session is a drop-in ‘clinic’ with the journal editors, so bring your initial ideas, ‘stupid’ questions, research plans, or even draft papers!

Questions might include:
• How do I get started? - I’ve got a great outreach idea, but how do I use and contribute to best practice?
• How do I collect evidence / data? – The guts e.g. methods & statistics
• What does robust ‘research’ about communication look like? i.e. what a paper needs.

The session will consist of roughly 10 mins of us talking, followed by small group or 1-to-1 discussion with a Geoscience Communication editor, sitting around 3-4 tables.

It doesn’t matter if you know very little already. No question is too basic. Or, you’re an experienced geoscience communication practitioner; then, we can help you get the reputational benefit comes with publication.

Effective risk communication is crucial for enhancing public understanding and response to disaster risks. This short course is designed to equip students, early-career scientists, experienced researchers, and science communicators with advanced tools and strategies for effective risk communication. Participants will learn about fundamental principles of risk communication, cognitive biases, risk perception, and the use of media and social media in conveying risk information. The course will also address how to adapt communication strategies to different environments and audiences, beyond the traditional sharing of scientific data. Contributing to the European Commission’s disaster resilience goal no. 2 on ‘Prepare - Increasing risk awareness and preparedness of the population’ and the preparEU programme, the course will provide practical skills to improve risk communication efforts and foster more resilient communities. Attendees are welcome to join the scientific session and splinter meetings, creating a unified path for those interested in a comprehensive exploration of risk communication

Visualisation of scientific data is an integral part of scientific understanding and communication. Scientists have to make decisions about the most effective way to communicate their results every day. How do we best visualise the data to understand it ourselves? How do we best visualise our results to communicate with others? Common pitfalls can be overcrowding, overcomplicated or suboptimal plot types, or inaccessible colour schemes. Scientists may also get overwhelmed by the graphics requirements of different publishers, for presentations, posters, etc. This short course is designed to help scientists improve their data visualisation skills so that the research outputs would be more accessible within their own scientific community and reach a wider audience.
Topics discussed include:
- golden rules of DataViz;
- choosing the most appropriate plot type and designing a good DataViz;
- graphical elements, fonts and layout;
- colour schemes, accessibility and inclusiveness;
- creativity vs simplicity – finding the right balance;
- figures for scientific journals (graphical requirements, rights and permissions);
- tools for effective data visualisation.
This course is co-organized by the Young Hydrologic Society (YHS), enabling networking and skill enhancement of early career researchers worldwide. Our goal is to help you make your figures more accessible to a wider audience, informative and beautiful. If you feel your graphs could be improved, we welcome you to join this short course.

Choose a scientific paper. Now, picture it. Really, picture it in your head - if it were hanging on the wall of a museum as a painting, what would be in it? Whilst it may seem like a pointless thing to do, this exercise is more relevant than ever. From graphical abstracts to illustrated magazine covers to online article banners… eye-catching graphics open many doors when it comes to successfully communicating science, both inside and (particularly) outside specialist circles.

So, if visuals play such a significant role in drawing audiences in (pun intended), why don’t more scientists utilise illustration as a way to break the barrier between them and the public? For many, the answer simply is “I can’t really draw”. But what if you could?

Using principles and examples from stylized illustration, this hands-on short course will guide you through the process of creating a scientific illustration from start to finish, and prove to you that you can, in fact, draw. If you wish to, you will be able to use the last part of the course to work on your first scientific illustration, inspired by a piece of work chosen by you. Whilst I am a digital illustrator, you may choose any media to work with, this is not a course for learning how to draw with pixels!

At the very least, you will never lose at Pictionary again ;)

Geoscience communication often involves conveying complex concepts to diverse audiences across cultural and linguistic boundaries.

This short course is designed to equip you with the skills needed to communicate science effectively across cultures, focusing on the unique challenges geoscientists face in this context.

Through real-world examples drawn from personal and peers’ experiences, along with interactive exercises, we will explore how cultural perspectives shape the understanding of geoscientific data and how to tailor messages to approach different audiences.

You’ll learn practical communication strategies for addressing cultural differences in interpreting scientific concepts, translating complex geoscientific data into culturally relevant messages, and overcoming language barriers. The ultimate aim is to tackle inequalities and promote Equality, Diversity, and Inclusion (EDI) in science outreach.

The short course will conclude with an open debate and Q&A. Bring your experience, have your say!

In this session we encourage contributions of general interest within the Higher Education community which are not covered by other sessions. The session is open to all areas involving the teaching of geoscience and related fields in higher education with a particular interest in current innovations and trends in geoscience education research. Examples might include describing a new resource available to the community, presenting a solution to a teaching challenge, pros and cons of a new educational technique/technology e.g. generative AI and chat bots, linking science content to societally relevant challenges/issues, developing critical thinking skills through the curriculum and effective strategies for online/remote instruction and/or hybrid/blended learning. Our intent with this session is to foster international discourse on common challenges and strategies for educators within the broader field of Earth Sciences - let's share, discuss and develop effective practice.

Fieldwork is essential in geoscience, it provides direct and practical experiences, produces valuable data, validates hypotheses, contextualizes findings, encourages discovery, and helps to understand and eventually solve real-world challenges faced by everyone. Fieldwork is the foundation upon which a significant part of geoscience research and understanding is built. This session is dedicated to exploring the broad range of fieldwork-related topics for education and research that can be as diverse as the fieldwork itself. Topics evolve around novel methods for conducting, teaching and planning fieldwork in a safe and welcoming manner, best practises for managing field teams, addressing sigmatised subjects (personal hygiene, safety equipment) as well as working with local communities and utilizing and sharing existing infrastructure and expertise both inside and outside of institutions. This session provides a safe space to exchange ideas on more inclusive fieldwork practices and strategies.

Climate change education and citizen engagement are crucial drivers in the shift toward a decarbonized society. Informal learning environments—such as research centres, science labs, and especially environmental observatories—are well positioned to rise to this challenge. By incorporating real-world data from environmental monitoring stations and satellites, educators can offer students both a clear understanding of climate change and an immersive experience in climate research. One such initiative is the ERASMUS+ project Climademy. Using authentic climate data in educational activities is a proven strategy for delivering accurate information, cultivating personal connections to the issue, and fostering scientific inquiry and critical thinking. Data owners are encouraged to contribute by sharing their datasets and illustrating how they are turning them into educational tools, combating misinformation, and building trust in scientific evidence.

However, effective climate education goes beyond presenting scientific data—it also requires understanding how different populations perceive and respond to climate change. People’s attitudes and adaptation strategies vary based on geographical location, environmental background, education level, income, and other socio-economic factors. Diagnosing these variations is essential for designing targeted and impactful educational approaches.

This session invites studies that employ quantitative and qualitative methods to assess environmental, economic, and social dimensions of climate change perception. Through case studies, participants will explore how real-world data can be leveraged to meet diverse educational needs across various national curricula.

In the face of climate change, Africa is more than ever in need of climate services, scientific infrastructure and skilled people who are trained in providing solutions for their countries in how best deal with the adverse impacts of climate change. Over the past years, European governments and funding agencies have invested in climate change research and capacity building in various regions of Africa. However, these initiatives, mostly work independently and do not seek for synergies or collaborations.
This session aims to bring these capacity building initiatives together, provide them a stage to present themselves and a platform for networking, finding synergies and collaborations. We invite initiatives of any kind to present their work related to climate change capacity development in Africa. This also includes climate change-related topics such as, floods, droughts, natural hazards, land degradation, and so on. We welcome the full-variety of capacity building initiatives, including small-scale teaching or workshops (online or on site), co-development of research or monitoring infrastructure, master programmes, doctoral programmes, training of local communities or single research projects that include a capacity development component.
After getting an insight in the full bandwidth of capacity development initiatives in this session, we aim to follow-up with a splinter meeting in which the foundation of a European-African Network for Capacity Development in climate change Adaptation research in Africa (NetCDA) will be discussed. The NetCDA network should provide the basis for future exchange, sharing best practices and finding collaborations between various initiatives and institutions. We invite all session participants and other interested climate scientists from both continents to attend this splinter meeting. More details of the timing and location of this splinter meeting will follow.

Following the success of previous years, this session will explore reasons for the under-representation of different groups (gender identities, sexual orientations, racial and cultural backgrounds, abilities, religions, nationality or geography, socioeconomic status, ages, career stages, etc.) by welcoming debate among scientists, decision-makers and policy analysts in the geosciences.

The session will focus on both obstacles that contribute to under-representation and on best practices and innovative ideas to remove those obstacles. Contributions are solicited on the following topics:

- Role models to inspire and further motivate others (life experience and/or their contributions to promote equality)
- Imbalanced representation, preferably supported by data, for awards, medals, grants, high-level positions, invited talks and papers
- Perceived and real barriers to inclusion (personally, institutionally, culturally)
- Recommendations for new and innovative strategies to identify and overcome barriers
- Gender Equality Plans (GEP) in European host institutions: the good, the bad, and the ugly
- Best practices and strategies to move beyond barriers, including:
• successful mentoring programmes;
• networks that work;
• specific funding schemes;
• examples of host institutions initiatives;

Report on situations that you may have experienced in light of recent socio-political changes.

This session is co-organised with the support of the European Research Council (ERC).

Evidence-based policymaking aims to ground public policies in the best available research and data, ensuring that decisions are informed by robust evidence rather than by ideology, assumptions, or political considerations. To support and inform policy, stakeholders need to engage in a way that addresses needs and develops solutions. To ensure this engagement is effective, it is important to identify the most effective formats for engagement to ensure re-searchers contributions enrich and strengthen local, national or international policy.
This session aims to show how research activities and outputs may impact society and policy beyond the academic world. It will highlight stories of success and failure from scientists who have engaged in policy or other activities that made critical societal impacts – either on an international, European, national, or local level – across different geoscience disciplines. Equally important, the session will also present the role of those working from within political institutions who have facilitated successful science-society-policy-dialogues. It will also aim to examine the various challenges that researchers face when engaging on the science-society-policy interface and various strategies that others have taken to manage and overcome them.

This session is relevant for researchers, policymakers, and those working on the interface from all career levels and science disciplines and will provide space for follow-up questions and a discussion with the participants at the session and at a splinter meeting during EGU25 week.

Climate change represents one of the defining societal challenges of the 21st century. However, the response to this challenge remains largely inadequate across the board. Both in terms of mitigation and adaptation, measures currently taken by countries or companies fall short of what is required to ensure a safe and healthy life for populations around the globe, both today and in the future. The past and continued failure to address climate change results in extreme weather events causing damages and losses, as well as the prospect of further worsening impacts. Insufficient emission reductions exacerbate existing vulnerabilities and lead to increasingly unsafe living conditions in the future. The shortfall in climate action has led citizens to take up legal action to either receive compensation for suffered climate damages or force decision makers to commit to the necessary emissions reductions. In this session, we invite contributions that help bridge the gap between the legal practice of climate litigation and the geosciences. This can include new scientific methods that can support legal efforts, and inter- and transdisciplinary perspectives on how to integrate geoscience insights in litigation, and how to communicate scientific findings to legal practitioners and society at large, in light of legal and ethical aspects of climate change. We also welcome contributions assessing questions of climate change and impact attribution, responsibility, human rights, burden sharing of efforts, translation between science and law, and communication of scientific findings, that link beyond disciplinary boundaries.

Geoethics is essential for addressing global crises such as climate change, ecological degradation, and resource overexploitation. The integration of ethical principles at the heart of geoscience allows us to make more sustainable, equitable, and informed decisions.
Geoscientists play a key role in providing accurate and unbiased data to policymakers, and in helping to ensure that decisions reflect the full range of environmental, social, and economic impacts. Their responsibility however extends beyond the sole providing of information: They can actively engage with policymakers and the public to tackle critical challenges, including climate change, ocean degradation, biodiversity loss, pollution and the conflicts driven by fossil fuel dependency.
Despite increasing advocacy for transformative solutions, global efforts remain insufficient to address the climate and ecological crises. As global warming nears the 1.5°C threshold (WMO), the primary obstacle to climate action is not as much a lack of awareness, than resistance and denial from powerful vested interests. In the meantime, many institutions, including universities and research centres, tend to reinforce the status quo instead of driving necessary change.
In such a scenario, what role can geoscientists assume in order to facilitate urgent transformations?
Geoethics provides a crucial framework for guiding geoscientific practices toward responsible, scientifically-sound and sustainable actions.
Through geo-education, effective communication, and the integration of ethical perspectives, geoscientists can build trust, enhance transparency, and engage communities. They can empower citizens with knowledge about the complexities of climate and ocean change, which is essential for fostering collective action and meaningful progress. Some geoscientists decide to engage in collective action themselves, for instance by pressuring research institutes to reduce their environmental impact, or by using civil disobedience to denounce harmful projects and actors.
By cultivating a culture of ethical responsibility, geoscientists can help mitigate harm, enhance resilience and promote long-term sustainability. Geoethics urges the geoscientific community to transcend technical solutions and advocate for radical, justice-driven transformations that meet the urgency of the climate and ecological crises.
This session seeks to inspire dialogue, showcase innovative practices and explore the evolving role of geoscience in cultural, policymaking, and societal change.

Science’s “open era” is here (to stay?). Data and software repositories make it possible to share and collectively develop tools and resources. Diamond open-access publishing and pre-print servers are breaking barriers to knowledge exchange. Free virtual meetings make science more accessible to those interested in listening, or speaking.

The benefits for the community are clear—better communication and more collaboration foster scientific advancement. It is therefore surprising that the vast majority of data-, tool-, and knowledge-sharing initiatives rely on the community and the community alone, without financial support from funding bodies and more often than not lacking the recognition they deserve.

We aim to bring together individuals and teams who have, in any way, served the wider geoscience community through knowledge, data, or tool creation and/or distribution. Such efforts include—but are not limited to—online learning platforms, transdisciplinary databases, open-access software and publishing.

Ultimately, this session seeks to:
1. Be a space for sharing, advertising, discussing, and recognising the value of existing resources and initiatives
2. Discuss the challenges faced by those behind them (i.e., lack of funding and institutional support) and possible strategies to eliminate these
3. Inspire new efforts, initiatives, and projects

Sitting under a tree, you feel the spark of an idea, and suddenly everything falls into place. The following days and tests confirm: you have made a magnificent discovery — so the classical story of scientific genius goes…

But science as a human activity is error-prone, and might be more adequately described as "trial and error", or as a process of successful "tinkering" (Knorr, 1979). Thus we want to turn the story around, and ask you to share 1) those ideas that seemed magnificent but turned out not to be, and 2) the errors, bugs, and mistakes in your work that made the scientific road bumpy. What ideas were torn down or did not work, and what concepts survived in the ashes or were robust despite errors? We explicitly solicit Blunders, Unexpected Glitches, and Surprises (BUGS) from modeling and field or lab experiments and from all disciplines of the Geosciences.

Handling mistakes and setbacks is a key skill of scientists. Yet, we publish only those parts of our research that did work. That is also because a study may have better chances to be accepted for publication in the scientific literature if it confirms an accepted theory or if it reaches a positive result (publication bias). Conversely, the cases that fail in their test of a new method or idea often end up in a drawer (which is why publication bias is also sometimes called the "file drawer effect"). This is potentially a waste of time and resources within our community as other scientists may set about testing the same idea or model setup without being aware of previous failed attempts.

In the spirit of open science, we want to bring the BUGS out of the drawers and into the spotlight. In a friendly atmosphere, we will learn from each others' mistakes, understand the impact of errors and abandoned paths onto our work, and generate new insights for our science or scientific practice.

Here are some ideas for contributions that we would love to see:
- Ideas that sounded good at first, but turned out to not work.
- Results that presented themselves as great in the first place but turned out to be caused by a bug or measurement error.
- Errors and slip-ups that resulted in insights.
- Failed experiments and negative results.
- Obstacles and dead ends you found and would like to warn others about.

--
Knorr, Karin D. “Tinkering toward Success: Prelude to a Theory of Scientific Practice.” Theory and Society 8, no. 3 (1979): 347–76.

Global challenges, such as climate change and natural hazards, are becoming increasingly complex and interdependent, and solutions have to be global in scope and based on a firm scientific understanding of the challenges we face. At the same time, Science and technology are playing an increasingly important role in a complex geopolitical landscape. In this difficult setting, scientific collaboration can not only be used to help address global challenges but also to foster international relations and build bridges across geopolitical divisions. Science diplomacy is a broad term used both to describe the various roles that science and researchers play in bridging geopolitical gaps and finding solutions to international issues, and also the study of how science intertwines with diplomacy in pursuing these goals


During this Short Course, experts will introduce key science diplomacy concepts and outline the skills that are required to effectively engage in science diplomacy. They will also provide practical insights on how researchers can actively participate in science diplomacy, explore real-life examples of science diplomacy, and highlight resources where participants can learn more about science diplomacy moving forward.

This Short Course is of interest to researchers from all disciplines and career levels.

Database documentation and sharing is a crucial part of the scientific process, and more scientists are choosing to share their data on centralised data repositories. These repositories have the advantage of guaranteeing immutability (i.e., the data cannot change), which is not so amenable to developing living databases (e.g., in continuous citizen science initiatives). At the same time, citizen science initiatives are becoming more and more popular in various fields of science, from natural hazards to hydrology, ecology and agronomy.

In this context, distributed databases offer an innovative approach to both data sharing and evolution. These systems have the distinct advantage of becoming more resilient and available as more users access the same data, and as distributed systems, contrarily to decentralised ones, do not use blockchain technology, they are orders of magnitude more efficient in data storage as well as completely free to use. Distributed databases can also mirror exising data, so that scientists can keep working in their preferred Excel, OpenOffice, or other software while automatically syncing database changes to the distributed web in real time.

This workshop will present the general concepts behind distributed, peer-to-peer systems. Attendees will then be guided through an interactive activity on Constellation, a scientific software for distributed databases, learning how to both create their own databases as well as access and use others' data from the network. Potential applications include citizen science projects for hydrological data collection, invasive species monitoring, or community participation in managing natural hazards such as floods.

In this short course we will address the increasing role of artificial intelligence (AI) in geoscientific research, guiding participants through the various stages of the research process where AI tools can be effectively implemented, however with responsibility. We will explore freely available AI tools that can be used for data analysis, model development, and research publication. Additionally, the course aims to provoke reflections on the ethical implications of AI use, addressing concerns such as data bias, transparency, and the potential for misuse. Participants will engage in interactive discussions to explore what constitutes responsible and acceptable use of AI in geoscientific research, aiming to establish a set of best practices for integrating AI into scientific workflows.

Values, principles and behaviours (VPBs) underlie geoethics and geoscience. Can we understand or build geoethics or conduct geoscience without reference to these VPBs? How do VPBs influence our professional practice in geoethics and in the geosciences? How are geoethical values, geoethical principles, geoethical behaviours and geoscience related?

Those are some of the questions that we wish to raise in our short course. Values include honesty, compassion, quality, objectivity, truth, respect, justice, peace and beauty. Principles generally make values explicit and are often embodied in ‘dictates’, such as thou shalt not kill, treat all people fairly, be supportive towards others, be humble in success and steadfast in adversity, take responsibility, etc. Behaviour is driven by both values and principles; it is a pattern of action (climate as opposed to weather, if you will). Examples might include striving for quality, being harsh on subordinates, being economical with the truth, being sensitive to others, using logic.

Often an ethical dilemma stems from two or more underlying value conflicts, such as individual identity and social value. It is not easy to understand the dynamics of such relations. Values clarification exercises are often used to enable people together to work through complex issues in which differing, contradictory or hidden values may influence beliefs, principles and behaviours, including decisions. Such exercises allow us to become more aware of the ways in which values relate to our geoethical and geoscience activities.

This Short Course will be conducted in a workshop format:
a. starting with short overviews of geoethics and of clarification exercises;
b. followed by a hands-on, small-group session; and
c. ending with a debriefing session and a discussion.

Both experts and novices in geoethical VPBs are welcome in this Short Course; teachers, researchers and students will benefit. If you wish to do a little preparation before the course, these may be useful:
https://www.lyellcollection.org/doi/10.1144/SP508-2020-191, or
https://presentations.copernicus.org/EGU21/EGU21-604_presentation.pdf

Please bring some blank paper and a pen. Also, bring your critical thinking skills and your powers of logic.

How can scientists and governments ensure that their communication resonates more deeply with citizens without resorting to the manipulative tactics used by those who seek to undermine liberal democracy? How can scientific and government actors ensure their communications are equally meaningful and ethical?

This Short Course will combine insights from state-of-the-art scientific knowledge, novel empirical research on values-targeted communication strategies, and a deep understanding of practitioners’ and citizens’ attitudes on these topics. Examples from the European Commission’s Joint Research Centre will be used to share practical guidance for scientists who need to successfully navigate the policy world.

The approaches and methods we choose for a hydrological modelling study affect our modelling results and conclusions, and hence also their usefulness for decision support. As of today there is no common and consistently updated guidance on what good modelling practice is, and how we can achieve transparent, robust and reproducible workflows. While many useful practices such as scripted workflows, model benchmarking, controlled model comparisons, careful selection of calibration periods and methods, or testing the impact of subjective modelling decisions along the modelling chain exist, none of these can be considered common practice yet.

This session therefore intends to provide a platform for a visible and ongoing discussion on what ought to be the current standard(s) for an appropriate modelling protocol that considers uncertainty in all its facets and promotes transparency in the quest for robust and reliable results. We invite presentations of worked examples and software tools: What did(n’t) work? How were challenges overcome? How did developed workflows allow for detailed scrutiny of the techniques, assumptions, and interpretations of data, models, and their uncertainties? Contributions should aim to improve the scientific basis of (parts of) the modelling chain and put good modelling practice in focus again. This might include (but is not limited to) contributions on:

(1) Benchmarking to increase trust in model results
(2) Developing robust calibration and evaluation frameworks to improve transparency
(3) Going beyond common metrics in assessing model performance and realism
(4) Developing frameworks that enable hypothesis testing or consideration of alternative conceptual models
(5) Investigating subjectivity and documenting choices along the modelling chain
(6) Developing modelling protocols and/or scripted workflows to improve efficiency and reproducibility
(7) Examples of adopting the FAIR (Findable, Accessible, Interoperable and Reusable) principles in the modelling chain
(8) Methods for uncertainty analysis, data assimilation, and management optimization under uncertainty, e.g. in the decision-support context
(9) Communicating model results and their uncertainty to end users of model results
(10) Evaluating implications of model limitations and identifying priorities for future model development and data acquisition planning

A two-and-a-half-day teacher enhancement workshop proposed by Education Committee. GIFT 2025 will propose lectures, hands-on activities and poster session for 80 teachers selected in Europe.
In 2025, the topic will be: 'Exploring the sea floor’.

The EGU Education Committee organises Geosciences Information for Teachers (GIFT) workshops. This poster session focuses on 'Discovering the oceans and the sea floor in class'. Abstract submission is open for teachers participating in the GIFT workshop and for all other authors.

The EGU Education Committee (EC) organise Geosciences Information for Teachers (GIFT) workshop with some practical sessions. The topic 2025 is 'Exploring the sea floor'
Four practical sessions with resources that are easy to use in the classroom will be presented to the teachers during GIFT. An extra room will be asked for these hands-on time blocks.

The session aims to foster collaboration and knowledge exchange between educators, academic institutions, and science communicators to enhance Earth Science education at the upper secondary level. Earth Science is a compulsory topic in several European upper secondary school curricula and a critical subject for understanding global challenges, but often lacks prominence in secondary education activities. This evidence is confirmed by the decreasing number of students enrolled in earth science degrees at university level. This session will showcase projects, teaching strategies, and educational resources designed to engage students and increase the relevance of Earth Science in the classroom. Presentations will highlight successful initiatives from teachers, schools, universities, and outreach programs, offering a platform for discussing best practices and challenges. Participants are invited to share their experiences and ideas to create a stronger network of support for Earth Science education.