There are many different pathways into science communication practice and research. But rarely do these pathways require critical reflection on what it means to be a ‘responsible’ science communicator or researcher. The need for this kind of critical reflection is increasingly salient in a world marked by the wilful disregard of evidence in many high-profile contexts, including politics and, most recently, public health. Responsible science communicators and researchers are audience- and impact-focused, beginning their decision-making process by considering their audiences’ starting positions, needs and values. This article outlines some key considerations for developing socially responsibility for science communication as a field both in terms of practice and research.

Science communication is at the heart of many of the challenges our societies face today. At the same time, on-going changes in the relationship between science and society and the digitalisation of society can make science communication itself into a complex challenge. How can science communication adapt to an ever-changing landscape and take on new roles? In this issue we explore the potential of ‘responsible science communication’ to support and develop meaningful, open and trustworthy relationships between science and society. We present a selection of papers that review three crucial dimensions of ‘responsible science communication: reflexivity, inclusivity and co-creation’. Integrating theory and practice, this issue advocates that researchers and practitioners should be mindful of these dimensions to create meaningful conversations about science and our future.

The workforces of the Science, Technology, Engineering & Mathematics (STEM) industries suffer from skills gaps and lack diversity. Science engagement activities often try to solve these problems through targeting audiences under-represented in the STEM workforces. There is limited data, however, to suggest that these engagement efforts are successful in translating into more diverse workforces. We draw upon Unicef’s ‘Sport for Development’ model and propose a new conceptual framework: ‘Science Engagement for Good’. This frames science engagement activities around the benefits to individuals, families and communities, rather than the benefits to STEM industries, the economy or society at large.

The Polish science communication field has grown into a robust and diverse community. Centralised and governmentally funded initiatives are complemented by more bottom-up actions led by academia, researchers, journalists and educators. Still, the main goals of science communication in Poland seem to be a diffusion of scientific knowledge and building trust towards science and scientist. The concept of openness and reflexivity could help to include the needs and perspectives of non-scientific audiences into science communication practice in Poland.

Both research and anecdote in science communication suggests that it is a field where women feel ‘at home’, with high numbers of women science communicators and students on training programmes, but why might this be the case? Using data gathered from a survey of 459 science communicators based in Italy, the Netherlands, Poland, Portugal, Serbia, Sweden and the U.K., we examine the perspectives of female science communicators, in terms of working practices, motivations and barriers to communicate.

The invitation to ReThink science engagement is irresistible and timely. And that rethinking will be informed by the location in which its done. While ‘speaking for’ wide swaths of the world, in this case, Australia and its region, would be meaningless and probably not terribly useful, the call to ReThink science engagement with this place in mind is encouraging and welcome. The following commentary, then, will focus on what rethinking science engagement might look like from Australia with the guiding frame of “responsible science communication” at hand and some of the core concepts of ReThink at the fore — reflection, co-creation, and openness in science engagement. To add a counterpoint to the ReThink projects core concepts, I briefly suggest some further concepts to ‘trouble’ easy interpretations of approaches to science communication — reflexivity, co-production, and science communication for the public good. Taken together, all of these concepts provide a useful frame for some of the major issues and opportunities for science communication in our region but also highlight the tensions in current approaches to science engagement. These tensions are worth struggling over and unpacking in relation to global differences and aims for science engagement.

Practitioners of responsible science communication in Latin American countries face context-dependent challenges ranging from high poverty and inequality to a public from an extremely varied palette of cultural backgrounds. Effort has been done in the region to foster a coherent community of science communicators. This article reflects on the history of science communication in Latin America and how these challenges are being faced.

Public Engagement with Science calls for scientists to think more reflexively about their research, and how assumptions, power and contexts influence associated communication. To interrogate this, we utilised design to stimulate reflexive thinking about science communication through a residential ‘Engagement Incubator’ that took the form of a pop-up cardboard laundromat. Participants reported an increased appreciation for, and insight into, PES theory, and its relevance to their work. In addition, our experience of enacting PES theory, and reflexive thematic analysis of data collected through the process, deepened our own understanding of PES and reinforced our appreciation of engagement as reproductive, and inherently circular work.

The 5th Luosuo River Science Education Forum was held online from December 7 to 8, 2021, with the theme “Education for Ecological Civilization: Post-2020 Biodiversity Education and Communication”. The Forum assembled stakeholders to discuss four aspects of the topic: biodiversity conservation with Chinese characteristics, biodiversity education theory, biodiversity education practice, and biodiversity communication innovation, to promote “global vision and local action” in mainstreaming biodiversity conservation.

The Programme for International Student Assessment (PISA) ranks Mexico in one of the last places in science performance [OECD, 2019]. This has been a concern for some local science communication groups (SCGs) in small and medium-sized cities, whose mission is to fill this disparity by performing science communication (SciCom) activities. The SCGs were contacted via a survey to collect information about their dynamics and public reach. A descriptive analysis enabled the identification of the logistics and coordination issues found among SCGs. Consequently, a local network of science communication groups is advised to reinforce their impact.