Teaching Environmental Science Communication
A Multimodal and AI-Enhanced Framework Supported by Applied Case Studies
Bibliographic Data
| ID | 22048853 |
|---|---|
| Authors | Eliana Beghi (University of Milan), Carmela Torelli (University of Milan), Guglielmina Diolaiuti (0000-0002-3883-9309, University of Milan), Antonella Senese (0000-0001-7190-3272, University of Milan) |
| Year | 2026 |
| Volume | 16 |
| Issue | 6 |
| Pages | 893 |
| Publication date | 2026-06-04 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci16060893 |
| OpenAlex | W7163548129 |
| Language | EN |
| References cited | 31 |
Environmental science communication has become a core competence for addressing global challenges such as climate change, glacier recession, and hydrometeorological risks. Yet university curricula often prioritize technical knowledge over communicative skills, limiting students’ ability to engage with diverse audiences. This study proposes a structured three-level framework (i.e., micro-, meso-, and macro-communication) for teaching environmental science communication. The framework is explored across six applied case studies, including glaciological thematic trails, dual-training programs, a climate-education game, an international higher-education project, immersive 360° field experiences, and an AI-enhanced scientific exhibition. Drawing on qualitative and descriptive evidence, the cross-case analysis suggests that communication competencies may develop progressively from synthesis and clarity (micro-communication), to multimodal visualization and structured argumentation (meso-communication), to stakeholder-oriented and intercultural dialogue (macro-communication). The findings indicate that multimodal, immersive, and AI-supported approaches may support accessibility, engagement, and inclusivity, while authentic learning environments contribute to the development of transferable communication skills. This study provides an exploratory and practice-based framework that may inform curriculum design and pedagogical innovation, suggesting that communication could be more systematically embedded across environmental science programs in order to strengthen evidence-informed societal engagement and support sustainable environmental governance
Argumentation theory · CLARITY · Curriculum · Environmental education · Science education · Sustainability · Sustainable development · Thematic analysis · Climate Change Communication and Perception · Geography Education and Pedagogy · Sustainability in Higher Education
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| Highly cited | No |
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