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Generative artificial intelligence (AI) tools are increasingly present in academic writing workflows, and their irresponsible use poses a growing threat to the integrity of scholarly publishing. In this editorial, we highlight the emergence of AI-generated references, or so-called “ghost references”, as a specific concern for JCOM and the wider academic community. We consider how AI tools like large language models can produce convincing yet fictitious citations that might bypass standard peer review. Also, we reaffirm JCOM's policy requiring full disclosure of any generative AI use in preparing manuscripts, remind authors that the responsibility for accuracy and integrity lies with those whose names appear on submissions, and outline our commitment to reject, withdraw, or retract manuscripts found to contain fabricated content at any stage of the publication process. As a journal dedicated to science communication, JCOM maintains a strong focus on the honest and transparent development of knowledge.

While substantial research has focused on emotions within classroom activities such as class attendance, studying, and test-taking, less attention has been paid to emotional experience in informal science settings such as media, museums, and public science events. Despite their significant role, emotions are under-theorised and under-researched in science communication. However, there is a growing interest among researchers and practitioners in understanding their role in the public communication of science and leveraging these insights for more effective science communication. This context lead us to propose and organise this Special Issue on Emotions in Science Communication, comprising six manuscripts as detailed in this editorial.

Artificial Intelligence (AI) is fundamentally transforming science communication. This editorial for the JCOM Special Issue “Science Communication in the Age of AI” explores the implications of AI, especially generative AI, for science communication, its promises and challenges. The articles in this Special Issue can be categorized into four key areas: (1) communication about AI, (2) communication with AI, (3) the impact of AI on science communication ecosystems, and (4) AI’s influence on science, theoretical and methodological approaches. This collection of articles advances empirical and theoretical insight into AI’s evolving role in science communication, emphasizing interdisciplinary and comparative perspectives.

This special issue examines public (dis)trust in science amidst evolving digital media environments, marked by the increasing prevalence of online information sources about scientific topics such as climate change and COVID-19. This editorial summarizes the nine publications that are part of the special issue and shows how they address different aspects of public (dis)trust in science in the context of digital media environments. Furthermore, we reflect on the selection and production process and give an outlook as to where future research could be heading. The papers highlight various perspectives on (dis)trust in science in digital media environments to foster a deeper understanding of the role of digital communication.

Many of us who engage with or communicate about discovery science — sometimes called curiosity-driven research or basic research — have grown increasingly concerned in recent years by the disproportionate attention to applied science, medicine, and technology, seemingly at the expense of basic science. This concern led to the creation of a joint U.S. Department of Energy-Kavli Foundation initiative, the Science Public Engagement Partnership (SciPEP) to catalyze and advance scholarship and practice specifically about communicating discovery science. This special issue is one outcome of that effort. In this issue, readers will find scholarship, practice, and thought leadership that explore the many different communication modes for sharing discovery science employed by scientists, their institutions, and the communicators who work with them. The issue also suggests ways to support basic scientists in identifying and clarifying their goals and audiences depending on what and with whom they are communicating.

What is science communication for? We argue that science communication can be framed, reimagined and transformed in service of social justice, which is what the papers in this special issue examine. We understand the vocabulary of “social justice” to signal the centring of critical research and practice paradigms, an ethical commitment to righting wrongs, building equity for all human beings and the broader ideal of improving the world [Fraser, 2003; Sen, 2009; Young, 1990]. We argue that bringing critical social justice lenses to science communication can usefully interrogate, rethink and ultimately reshape our field. This special issue examines both critical perspectives on science communication and what equitable transformations might entail.

Science communication is a thriving field that is vitally important to confront and overcome current societal challenges. To make science communication effective, science communication research and practice need to come together and share knowledge and experiences. However, their collaboration is hampered by a variety of obstacles on both sides, ranging from lack of time to lack of incentives and awareness. In this Special Issue we give space to authors from a wide range of backgrounds to reflect on the relationship between science communication research and practice and inspire the field with their insights and learnings.

As we usher in 2024, we highlight some of the issues and trends that are occupying JCOM, and the fields of science communication and academic publishing more generally.

This special issue focuses on the global landscape of teaching science communication in higher education. Following an open call, we selected seven papers with topics including the geographical distribution of science communication programmes, indicators of quality, programme analysis, self-reporting tools, interdisciplinarity, sustainability, and competencies. Collectively, these contributions highlight how the field has grown and increased in complexity, and highlights challenges faced by educators and the significance of addressing them within local and global contexts.