Rethinking fieldwork as a learning environment: lessons from a reflective case study on inclusive geoscience field education

Fieldwork is widely regarded as a pedagogical cornerstone of geoscience education. However, traditional models of field teaching often privilege physical endurance and prior familiarity with field environments, reinforced by long-standing fieldwork cultures that can unintentionally exclude some students and staff. In recent years, the geoscience community has re-evaluated what effective and inclusive fieldwork should look like, and how learning outcomes can be achieved through more flexible and supportive approaches. This shift has been driven not only by a growing awareness of the physical, psychological and cultural barriers to field participation, but also by legal and institutional obligations to provide accessible and inclusive learning environments. In the UK context, equality and disability legislation has been a significant driver of change. Internationally, however, the regulatory frameworks governing inclusive fieldwork vary widely, raising important questions for global geoscience education.

This contribution presents a reflective case study based on changes implemented over the past decade within the Earth Science and Engineering department at Imperial College London. Rather than focusing on a single intervention, we synthesise a suite of pedagogical, logistical and cultural adaptations introduced across undergraduate and postgraduate field courses. These include: redesigning field locations and delivery formats; embedding wellbeing and safety training;introducing codes of conduct and clearer communication of expectations; reducing financial barriers; and increasing flexibility in participation and assessment. Complementary measures such as virtual and digital field resources, inclusive teaching teams and student-staff dialogue have further supported diverse learning needs and experiences.

We reflect on how these changes have reshaped our fieldwork from a high-pressure, endurance-based activity into a more inclusive learning environment that values reflection, collaboration and adaptability, without compromising core disciplinary skills. Particular attention is paid to tensions commonly faced by field leaders, such as balancing challenge and support, maintaining academic standards and responding to increasingly diverse cohorts.

Finally, we outline a planned community-wide questionnaire aimed at field leaders across the geoscience community, designed to capture lived experiences of field teaching and perceptions of inclusive practices across institutional contexts. By situating this case study within a broader disciplinary context, this contribution aims to stimulate discussion and knowledge exchange around transferable strategies for designing resilient, inclusive and pedagogically effective geoscience fieldwork.