Early career researchers (ECRs) are increasingly socialised in professional environments where science communication is seen as part of their academic role. ECRs respond to these expectations differently, shaped in part by social relationships within and beyond academia. This study uses ego-network interviews with 24 highly communicative STEM (Science, Technology, Engineering, Mathematics) ECRs in Germany to examine how social relationships influence the importance as well as the integration of science communication in their professional identity. Results show that recognition and support often come from private contacts and the science communication community, while workplace environments are perceived as less supportive and formative. Moreover, different formats and processes of science communication seem to be tied to distinct networks and underlying communication motives.

This paper uses New Zealand’s AF8 [Alpine Fault Magnitude 8] program, designed to build resilience and preparedness for earthquakes, as a real-world example to explore how emotional appeals can affect preparedness intentions within the emergency management sector. Drawing on template analysis of 14 artifacts from AF8’s communication material and 34 semi-structured interviews with emergency management stakeholders (the AF8 material’s primary audience), the study examines how emotional appeals are strategically employed and perceived in practice.  Findings contextualize theoretical understandings of how risk communication can balance fear and anxiety with positive emotions like fascination and confidence using tools such as vivid imagery, narrative framing, and certainty. The research offers empirical insights into how emotional appeals are used and perceived in risk communication, providing a foundation for developing future hazard communication strategies grounded in real-world application.

The purpose of this scoping review is to examine the available research on the relationship between research and practice in the field of science communication, identifying barriers and solutions to their disconnect. This scoping review was conducted using the Arksey and O'Malley framework. Results indicate that the main barrier is the inefficient communication between the two domains, and that the main solution lies in changing some modus operandi in science communication. In conclusion, this scoping review provides novel insights to build bridges between research and practice for the advancement of science communication.

Involving school students in authentic research beyond their school learning means creating participatory, out-of-school opportunities related to research processes, giving them a voice in the applied format of science engagement. Important for such endeavours is a group of people we identify as “enablers”. Based on insights from two long-term and large-scale science engagement initiatives in Germany (the Darwin Day science outreach and the Plastic Pirates citizen science program), we identified four principal work tasks of enablers. They are described as (i) aligning the needs, expectations and goals of involved participants, (ii) translating differing conceptions about science into shared visions, (iii) guiding the design of the initiative through educational theory, and (iv) evaluating the success of the out-of-school science engagement initiative. We further suggest that self-awareness of being an enabler, working at the interface of the research and education sphere, is an important prerequisite to successfully collaborate with participants.