JOURNAL OF GEOETHICS AND SOCIAL GEOSCIENCES
Open access: This is a diamond open access journal. It means permanent and free access to published scientific works for readers and no publication fees for the authors – it is 100% free. Importantly, authors retain copyright of their work and allow it to be shared and reused, provided that it is correctly cited. Readers anywhere in the world may download, share or use the work, free of charge, providing that it is correctly cited. Copyright: Articles are published under the CC BY 4.0 license (Attribution 4.0 International). DOI: Each published article has its unique DOI (Digital object identifier). e-ISSN: 3035-2835 Language: English. Supporting organizations: International Association for Promoting Geoethics – IAPG (https://www.geoethics.org).
Istituto Nazionale di Geofisica e Vulcanologia
Satellite imagery now documents systematic patterns of infrastructure destruction at spatial resolutions and temporal cadences that were unavailable during the atrocities of the twentieth century. Whether and how such data may enter bioethical deliberation, however, remains under-theorized. Quantitative remote sensing produces damage percentages, not normative claims, and bridging the two without committing an is-ought fallacy requires an explicit epistemological procedure. The contribution developed here is normative and epistemological rather than empirical. A six-component admissibility framework integrates, for the first time, geospatial evidence, population-level bioethical principlism, and the coherentist verification epistemology of political fact-checking into a single reproducible procedure for the bioethical use of satellite imagery. The first component specifies evidence admissibility criteria tailored to bioethical rather than strictly legal use. The second requires coherentist triangulation across methodologically independent remote sensing studies. The third operates as a bioethical relevance filter mapping infrastructure categories onto population-level social determinants of health. The fourth operationalizes principlism by translating health justice, accountability, solidarity, and sustainability into measurable geospatial observables. The fifth establishes ethical representation safeguards against voyeuristic or dehumanizing uses of destruction imagery. The sixth demands explicit epistemic humility regarding uncertainty, data missingness, and attribution limits. The Gaza conflict provides the case in point. Two independently produced geospatial studies, one based on SAR coherent change detection and one on very-high-resolution optical analysis, converge on extensive damage to civilian healthcare, water, sanitation, and educational infrastructure, and thereby satisfy the coherentist triangulation requirement of the framework. The resulting inference licenses bioethical claims of systematic survival infrastructure degradation while preserving transparent boundaries between what satellite evidence can and cannot establish about genocidal intent.
Copyright (c) 2026 Aníbal M. Astobiza https://creativecommons.org/licenses/by/4.0
Earthquake Fragments: teenagers' imaginations as a starting point for seismic risk education
From 2021 to 2023, the “A Scuola di Terremoto” (At the School of Earthquake) project, promoted by the Civil Protection Department of Calabria Region in collaboration with the Istituto Nazionale di Geofisica e Vulcanologia (INGV, National Institute of Geophysics and Volcanology), worked with schools throughout Calabria (southern Italy) to foster a culture of risk reduction, with particular emphasis on seismic risk. Through workshop activities and training programmes for students and teachers, the project explored teenagers’ mental representations of earthquakes. Over the course of two school years, 246 stories were collected - narrated by students through drawings and written accounts - from which isolated protagonists emerged, who rarely turn to the community or institutions for support. To develop the capacity to understand and confront risk, to recognise and manage the emotions it evokes, and to facilitate effective responses to emergency situations, the project advocates a constructivist educational approach aimed at strengthening territorial awareness, coping skills, and collective resilience. The proposed activities seek to transform emergencies from overwhelming experiences into manageable challenges, fostering more realistic and positive internal dialogues. “A Scuola di Terremoto” project represents an innovative model of civic education and prevention, which recognises the critical role of mental representations in building communities that are better prepared and more cohesive in the face of risk.
Copyright (c) 2026 Annachiara Giambattista, Flaminia Brasini, Vera Pessina, Emanuela Ercolani, Romano Camassi https://creativecommons.org/licenses/by/4.0
Integrating geoethics and digital innovation for transformative geoscience education in Africa: pathways to sustainability and environmental justice
Africa is endowed with critical minerals essential for technological advancement and therefore needs skilled geoscientists to address multiple challenges related to resource management, natural hazards, water management, environmental justice, climate change, and training systems. Unfortunately, Geoscience education in Africa is faced with inadequate infrastructure, limited access to modern analytical tools, and unstandardized curricula that are not in line with global standards. These structural gaps are obstacles to the development of a new generation of geoscientists capable of responding to these concerns. This review paper employed a systematic narrative approach, synthesizing peer-reviewed literature, policy documents, and regional reports published between 2000 and 2025, using keywords like 'geoscience education Africa' and 'AI geoethics', applying inclusion criteria for Africa-focused/analogous studies (n=~312 retrieved, 120 screened by abstract/full-text, 87 retained post-quality appraisal via relevance/impact scoring; solo review with reflexivity for validity). Sources were retrieved from major databases (Scopus, Web of Science, ScienceDirect, SpringerLink, Google Scholar) and supplemented with African regional journals, government white papers, and NGO reports to ensure contextual relevance. Findings highlight three key areas: (i) existing gaps in the quality of geoscience education, inclusivity, and embracing technological advancement; (ii) new emerging opportunities in ICT technologies, virtual fieldwork, and AI-assisted learning models that are already being deployed worldwide and could be adapted for African contexts; and (iii) the potential to integrate geoethics digitally enhanced curricula to produce geoscientists that are ethically conscious and embrace technology. The study concludes that integrating geoethics and digital innovation is necessary for developing ethically grounded and technologically competent geoscientists capable of addressing Africa’s socio-environmental challenges. The implications of this review underscore the need for policy reform, institutional investment, and cross-sector partnerships to build resilient and sustainable geoscience education ecosystems across Africa.
Geoethics and Social Geosciences in Africa: Challenges, Practices, and Perspectives
Copyright (c) 2026 Uriah Alexander Lar https://creativecommons.org/licenses/by/4.0
Geoethics as a normative foundation for geoheritage, geoconservation, and geoeducation: from geological value toward moral responsibility
Geoethics provides the normative foundation for moving beyond valuation alone, reframing geoheritage as a moral reference point that grounds obligations of care, responsibility, and justice in human‑Earth relations. While prevailing approaches emphasize the intrinsic, instrumental, aesthetic, scientific, or cultural value of geological features, value‑based rationales by themselves do not fully explain why societies ought to care in the Anthropocene or how responsibilities emerge from human‑Earth interactions. Grounded in contemporary geoethical theory, we propose an integrative framework that links geoscientific knowledge, ethical reasoning, and socio‑cultural values, and that positions geoconservation and geoeducation as complementary ethical practices enacted within UNESCO Global Geoparks, other protected or designated socio‑ecological contexts, and everyday landscapes beyond them. In this framing, geoconservation is reconceptualized as stewardship guided by equity (including intergenerational and interregional justice), precaution, and participatory governance. Geoeducation is articulated as a practice that, at its best, couples technical learning with ethical reflection, cultivating sense of place, moral sensibility, and agency through experiential, place‑based, and community‑engaged approaches. The framework is explicitly dynamic, emphasizing feedback loops through which learning supports conservation and conservation practice becomes a locus for learning and deliberation about competing values and trade‑offs. The paper concludes with implications for policy and governance and outlines empirical pathways for examining geoethical awareness across geocultural contexts, including within geopark networks and broader geoconservation initiatives.
Copyright (c) 2026 Alexandros Aristotelis Koupatsiaris, Hara Drinia https://creativecommons.org/licenses/by/4.0
The unseen scaffolding of science—Why review articles are the bedrock of progress?
Scientific review articles are often overlooked as simple summaries. This view redefines them as essential frameworks for progress, the necessary structures that turn scattered data and findings into shared knowledge. By combining information, encouraging open discussion, and providing guidance for future research, a well-crafted review does not just depict a field; it actively influences and guides its direction.
Copyright (c) 2026 Bhaskar Kundu https://creativecommons.org/licenses/by/4.0
Power and gaze: the human experience of volcanoes across myth, philosophy, literature, and geoethics
Volcanoes assert themselves as true anthropological and cultural topoi, symbols of nature’s power and, at the same time, mirrors of human fragility and aspiration. The awe with which humans have long approached their force has generated mythological, literary, philosophical, and scientific experiences and practices of great fascination and marked cultural interest, revealing how fear and wonder can become drivers of knowledge and responsibility. In this contribution, an attempt will be made to offer an exemplary synthesis of some of these anthropological practices, ranging from myth and its role in the development of scientific thought, to literature and philosophy, with particular attention to the concept of the sublime and to the function of wonder/tháuma as both a cognitive and emotional experience. From this perspective, volcanoes are not only objects of study or threats to be managed, but also instruments of geoethical reflection, as they invite recognition of our belonging to nature, our finitude, and the need to establish relationships with the environment based on respect, care, and shared responsibility. Wonder, far from being a mere irrational feeling, thus becomes a driver of prudent behaviour, social awareness, and sustainable practices, integrating scientific knowledge and cultural sensitivity in coexistence with natural forces.
Copyright (c) 2026 Fabio Gabrielli, Sonia Topazio, Silvia Peppoloni, Guido Giordano https://creativecommons.org/licenses/by/4.0
Shaping geoethical geoscientists: awareness, relevance, and responsibility
Geoethics is an essential yet underdeveloped component of geoscience education in regions experiencing significant environmental and social impacts from resource extraction. Grounded in relational ethics, we investigate the extent to which students recognize the ethical, societal, and environmental dimensions of geoscience practice. Using a sequential explanatory mixed-methods design, we surveyed 193 undergraduate and graduate students across Ghanaian higher education institutions and conducted follow-up interviews with 11 students to interpret patterns of awareness, relevance, and responsibility. Findings indicate low but emerging awareness of geoethics, with over 54% of students intuitively engaging with ethical ideas despite limited formal instruction. More than 62% primarily conceptualized geoethics as a code of conduct, and 58.5% as moral principles. Interview data showed that students associated geoethics mainly with truthfulness, integrity, respect, and accountability, while also recognizing its relevance to decision-making, professional behavior, and environmental stewardship. Approximately 88% of students reported geoethics as relevant to geoscience research and practice, and 88.6% viewed it as relevant to academic work. Students strongly affirmed responsibility toward themselves, colleagues, society, and the natural environment, although their interpretations often emphasized rule-based compliance and reputation management rather than relational engagement with affected communities. In addition, more than 45% of students reported limited departmental support and insufficient curricular integration of geoethics, leaving them underprepared for real-world ethical dilemmas. The study offers an empirical foundation for developing culturally relevant geoethics curricula that promote ethically grounded and socially responsive geoscience practice. The findings underscore the need to embed geoethics within coursework, field experiences, and research mentorship to cultivate geoscientists capable of addressing Ghana’s environmental challenges with responsibility, transparency, and care.
Copyright (c) 2026 Samuel Cornelius Nyarko, Yvonne Sena Akosua Loh, Maame Opokua Debrah, Gwyneth Gebhart https://creativecommons.org/licenses/by/4.0
A framework for the establishment of an interpretive center at the Lake Bosumtwi Impact Crater, Ghana: a hub for geoscience education and social geosciences
The Lake Bosumtwi Impact Crater in Ghana, approximately 1.07 million years old and designated as an IUGS Geological Heritage Site, holds significant geological, educational, cultural, aesthetic, and economic importance. Historically, its potential for education and community involvement has been underutilized. This study developed a framework for creating an interpretive center for the Lake Bosumtwi Impact Crater by conducting a systematic literature review and comparative analysis of Geopark Ries (Germany), Vredefort Dome (South Africa), and Ngorongoro Conservation Area (Tanzania), along with local knowledge gathered through field visits. Our framework offers a model that combines geoethics, geoscience education, and social geosciences. It is built on three pillars: 1) immersive geoscience education to improve public geoliteracy; 2) implementing geoethics through community-led governance and ethical geotourism; and 3) advancing social geoscience through participatory research and sustainable local initiatives. We conclude that this integrated approach can transform the Lake Bosumtwi Impact Crater from a site focused on scientific research to a hub for inclusive knowledge sharing and sustainable development. It can also serve as a replicable model for connecting geological heritage with community well-being and addressing issues of geoscientific marginalization.
Copyright (c) 2026 Marian Selorm Sapah, Yvonne Sena Akosua Loh, Cyril Dziedzorm Boateng, Daniel Kwadwo Asiedu https://creativecommons.org/licenses/by/4.0
Learning from five pioneer women in Geosciences: a long-lasting story
This article is a first product compiling the results of dissemination activities conducted within the group “Women in Geosciences” at the Department of Earth and Geoenvironmental Sciences, University of Bari, aimed primarily at involving young students. It collects the individual stories of five female geoscientists from different countries, covering a wide time span (17th to 20th century), working in different fields of study (mineralogy, palaeontology, geology, marine geology, petrography). Martine de Bertereau, Mary Anning, Maria Matilda Ogilvie Gordon, Maria Vasilyevna Klenova and Oplinia Hieke explored mines, mountains, beaches, and oceans, while collecting and studying minerals, fossils, and rocks. In many cases, their activity resulted in economic and cultural improvements that initially benefited small groups and then entire communities. The common thread linking all these stories concerns the numerous obstacles and prejudices these women have had to face due to the persistent gender imbalance in Earth Sciences. Despite their intense research activity, some of them are remembered mainly as wives or disciples of famous male scientists and explorers. Some remained in the shadows because their scientific achievements were mainly attributed to well-known men, while others only gained recognition later. All of them are a great source of inspiration for their perseverance and contributions to the development of Geology as a Science. Learning from these pioneers should motivate younger women into Geosciences and help to understand which prejudices have been overcome and what still needs to be achieved.
Copyright (c) 2025 Rosa Anna Fregola, Patrizia Maiorano, Francesca Micheletti, Luisa Sabato, Martina Zucchi https://creativecommons.org/licenses/by/4.0
The history of science is punctuated by the unacknowledged contributions of women who, despite systemic barriers, fought for both knowledge and justice. Among them, the American teacher of geology and geography Zonia Baber (1862–1956) stands out not only for her advancements in geoscience education but, in parallel, for her relentless activism in defence of human rights, environmental preservation, and social equity. A fierce opponent of imperialism, racial oppression, and gender discrimination, she used her academic expertise as a platform for advocacy, recognising the inextricable link between geosciences and ethical responsibility. She worked within international networks to expose social injustices and the exploitation of both people and natural resources, promoting a vision of geosciences that served not only intellectual progress but also humanitarian and environmental causes. Simultaneously, her environmental engagement foreshadowed a modern geoconservation ethos, emphasising the need to safeguard geological heritage as both a scientific and cultural asset. This article contributes to a wider doctoral research project on public geological communication, which includes the recovery of overlooked histories of pioneering women in geosciences to help inspire girls to pursue scientific education. Framed within this broader context, Baber’s legacy is re-examined here through the lens of geoethics, demonstrating how her vision, rooted in the convergence of science, activism, and justice, offers a significant perspective for contemporary debates on the ethical role of the geosciences in shaping a more equitable and sustainable world.
Copyright (c) 2025 Annachiara Rosati, Luisa Sabato, Marcello Tropeano https://creativecommons.org/licenses/by/4.0
The Quaternary period, covering the most recent 2.6 million years of Earth’s history, provides crucial insights into climatic variability, landscape evolution, and the development of human societies. In Italy, with its diverse geological and archaeological heritage, Quaternary research has long thrived at the intersection of geology, paleontology, archaeology, and environmental sciences. Traditionally male-oriented, Quaternary research in Italy has undergone a significant transformation in recent decades, with women researchers playing an increasingly prominent and influential role. This article examines the evolving role of women within the Italian Association for Quaternary Research (AIQUA), exploring their contributions to scientific advancement and leadership. Drawing on historical data and a dedicated survey among AIQUA members, it analyzes gender dynamics, professional trajectories, and institutional representation. The results reveal both progress and persistent disparities, particularly in positions of visibility and authority, highlighting the ongoing need for structural reform and cultural change. The profiles of pioneering scientists such as Maria Bianca Cita and Maria Follieri illustrate the foundational role of women in shaping the discipline and serve as enduring sources of inspiration. Ultimately, the article advocates for sustained efforts in mentorship, inclusive governance, and increased visibility to promote a more equitable future for Quaternary research in Italy.
Copyright (c) 2025 Ilaria Mazzini https://creativecommons.org/licenses/by/4.0
Travels with Lyell. Mary Horner’s “hidden” contribution to early nineteenth century geology
The early nineteenth century marked a crucial phase in the development of Earth sciences. While traditional historical narratives have largely focused on male scientists, a more composite picture is now emerging that recognises the participation of women who, in various ways and within the constraints of their time, contributed to the formation of the geosciences. In Britain, in particular, many women were actively engaged in scientific work, conducting research along the coasts and in the countryside, helping to uncover the Earth’s geological past. Despite being excluded from formal scientific institutions, women often found ways to participate in informal networks of collaboration, carving out significant roles for themselves in a male‑dominated scientific environment. This article focuses on Mary Elizabeth Horner Lyell (1808‑1873). Reconstructing her contributions is difficult: she did not publish under her own name and much of her work is indistinctly intertwined with that of her husband, the geologist Charles Lyell (1797‑1875). Through the examination of archival material, travelogues and correspondence, this study explores Mary Horner Lyell’s work as a geologist, conchologist, field assistant, translator and correspondent within international scientific networks. Her case illustrates how women, though often invisible in the published literature, played essential roles in the production and circulation of scientific knowledge of the early nineteenth century.
Mary Elisabeth Horner, Women in Geosciences, Conchology, Scientific Correspondence
History of science (geology and palaeontology), Mary Elizabeth Horner Lyell
Copyright (c) 2025 Antonia Cofano, Rossella De Ceglie https://creativecommons.org/licenses/by/4.0
Internal and external perspective on gender equity in STEM field
This article introduces an approach aided by Artificial Intelligence based on Large Language Model approaches designed to assess the status of the gender equity in Science, Technology, Engineering and Maths (STEM) subjects comparing data gathered from two types of surveys carried out among Academic and Non-Academic environments. We conducted the Academic study in the Department of Engineering and Geology at the University “G. d’Annunzio" of Chieti-Pescara (UdA), Italy, and the Non-Academic one among a broader public audience mainly composed of common people and students who took part in the Researchers’ Night 2024 at the University Campus of Chieti. The study adopted a dual approach: an Academic level analysis – named Internal Analysis - examines departmental data and dynamics, and a Non-Academic level analysis – called External Analysis, evaluates perceptions and awareness of gender equity among the participants to the Researchers’ Night 2024 at the Chieti Campus, who were involved in interactive games and questionnaires focused on gender representation in STEM fields. The outcomes illustrated and discussed hereinafter offer preliminary insights into gender gaps, stereotypes, and potential pathways to fostering greater inclusion and equity in working and living around the STEM world. Creating a more inclusive and equitable ground requires actively supporting the presence and interaction of diverse viewpoints, especially those shaped by different gender experiences. Men and women may bring distinct approaches, values, and ways of evaluating situations, encouraging an open dialogue between different perspectives that can enrich strategic thinking and lead to more robust and well-rounded outcomes both at institutional level and in human relationships.
Copyright (c) 2025 Alessia Amelio, Serena Doria, Stefano Pagliaro, Monica Pondrelli, Bianca Ranieri, Giovanna Vessia https://creativecommons.org/licenses/by/4.0
Assessing gender distribution in Engineering Geology and Hydrogeology disciplines in Italy, with a focus on academic career progression and scientific productivity
The European Union's strongly focuses on gender equality through policies like the Gender Equality Strategy 2020-2025 and the 2025 Roadmap for Women's Rights. Despite progress in gender equality policies across the EU, women still encounter major obstacle in Academia, especially in the STEM field. This study examines possible gaps in Engineering Geology and Hydrogeology disciplines in Italy, with a focus on academic career progression and scientific productivity. Data collected from the MUR-CINECA database (2001-2024) and SCOPUS (2014-2024) show that women continue to be underrepresented in all Academia stages, covering only 19.3% of Full professors, 29.6% of Associate professors, and 30.6% of Researchers. Additionally, analysis of publication metrics shows that especially at the Full professor level, female academics exhibit scientific productivity that are comparable to - or even higher than - those of their male colleagues. However, women usually have lower H-index values and less last-author positions, suggesting possible barriers to research recognition and leadership opportunities. Through an anonymous survey among female Engineering Geologists and Hydrogeologists, it emerges that about 60% of women have experienced of workplace discrimination, while 38% of mothers felt their careers were temporarily sidelined during maternity periods. Women reported difficulties with work-family balance, due to decreased involvement in research networks, and limited access to fieldwork opportunities. The findings indicate that solving gender inequality requires actions that attend not just to representation numbers, but also to the nature of roles, recognition and research leadership opportunities combined with National/European laws that protect women during maternity periods.
Copyright (c) 2025 Emma Petrella, Elena Del Gaudio, Rita Tufano, Monica Papini, Daniela Ducci https://creativecommons.org/licenses/by/4.0
State of the art on gender equality at the Geological Survey of Italy
This study investigates gender distribution in different roles and positions within the Department for the Geological Survey of Italy (GEO) and compared with other European Geological Surveys (EGS) and Italian geologists. A specific focus is dedicated to fieldwork, an activity traditionally perceived as male dominated. Through the analysis of employment data from 2010 to today, survey results, and European reports, the concentration of women and men in different occupations (horizontal segregation) and the uneven distribution of genders in leadership positions (vertical segregation) are assessed. Despite a slight increase in the number of female leaders in recent years, women remain underrepresented in technical staff roles at GEO, with percentages stalling around 40%, consistent with broader European trends. The study also highlights a persistent gendered division in private workload: women are more likely to take parental leave, care for relatives, and devote free time to unpaid care work. Initiatives introduced at GEO, such as agile work and support during maternity leave periods, have improved life-work balance, although long-term effects require further evaluation. Additionally, the research points out the invisibility of gender variability in official statistics: we argue this constitutes a specific type of segregation and propose a non-binary approach to data collection. Addressing all types of segregation requires targeted actions, including systematic, necessarily participatory, collection of gender-disaggregated data on both public and private workload, and promotion of positive workplace practices. This approach would help reduce gender gaps and foster a better working environment for all employees, regardless of gender.
Copyright (c) 2025 Giuditta Radeff, Adele Garzarella, Maria Teresa Lettieri, Chiara D'Ambrogi https://creativecommons.org/licenses/by/4.0
30 years of women in science in Italy through the lens of the Major Risks Commission
In Italy, the National Commission for the forecasting and prevention of the Major Risks is a technical-scientific advisory body of the Civil Protection Department. Its contributions are fundamental for implementing strategies for forecasting and preventing civil protection risks and for emergency management from a technical-scientific point of view. The Commission was officially established in 1992. Since then, it has continued to operate to this day, albeit with varying organisation and internal composition over time. The Commission has always been composed of high-level experts from various scientific disciplines related to the different risks addressed by civil protection. As such, it can be considered as an indicator for the gender balance within the scientific community engaged on disaster risk for over 30 years. In this work, we analyse the number and gender distribution of the Commission’s members since its establishment, to investigate the absolute numbers, percentages and role played by women scientists over the considered period. For the last decade, we have compared our results with the most recent gender analysis for the Academia and Research Institutes, conducted by the National Agency for the Evaluation of the University and Research System (ANVUR). Our results show that, although the percentage of women in the Major Risks Commission is broadly in line with the Academia in Italy, this merely reflects a wider, persistent underrepresentation at senior levels. A general increase can be observed over time, but the growth is still limited. The reasons for this reduced female presence are also explored, together with some possible actions aimed at increasing the number of women in these contexts.
gender balance within the scientific community that works on disaster risk
National Commission for the forecasting and prevention of the Major Risks
Copyright (c) 2025 Dr. Daniela Di Bucci, Dr. Cecilia Franceschetti, Dr. Titti Postiglione https://creativecommons.org/licenses/by/4.0
Monsters and dragons of the past: the ichthyosaur of Mary Anning
In 1811, following the discovery of a skull by her brother Joseph, Mary Anning (1799-1847), then aged 11, discovered the fossil remains of what would be identified as the first complete ichthyosaur, a decisive breakthrough in the history of understanding past life. This contribution examines the discovery of the ichthyosaur not as an isolated event, but as part of a wider network of female contributions to early nineteen-century geosciences. Despite their exclusion from formal education and scientific institutions, women such as Mary Anning, certainly the best known, Elizabeth Philpot (1779-1857), Charlotte Hugonin Murchison (1788-1869) and Mary Morland Buckland (1797-1857) played crucial roles in the development of early nineteenth-century geosciences, collaborating with each other and with male geologists, often without recognition. Through manuscript and printed sources, we reconstruct how their expertise, from fossil preparation to scientific illustration, shaped disciplines then in the making. The story of Anning and the other women geologists offers an emblematic case study of the gender dynamics in nineteen-century science, between male appropriation of knowledge and female resistance.
The role of geospatial training in empowering women for environmental decision-making polices
Women significantly contribute to the development in geospatial technologies and their applications for remote sensing, showing scientific excellence and innovative approaches in different environmental domains. This research article presents a review of the contribution of women to geospatial studies and their potential to further the course of sustainable development by way of a critical literature review and capacity-building analysis. The results show that women researchers lead in introducing new methodologies on geospatial technologies, from developing new methods for monitoring with drones to further developing machine learning applications in environmental assessment. Women-led research covers important topics in wetland monitoring, studies of the effects of climate change, water quality management, and precision agriculture. These contributions contribute directly to several Sustainable Development Goals (SDG), particularly SDG5 (Gender Equality) and SDG6 (Clean Water and Sanitation). This study concludes that participation by women in geospatial science is highly necessary in solving complex problems of the environment with divergent viewpoints and their solutions. Further recommendations include an increase in targeted training, the use of inclusive approaches in research, the provision of mentorship opportunities, and integrating the leadership of women into environmental policy frameworks in view of achieving sustainable development goals.
Copyright (c) 2025 Aasiya Qadir, Muhammad Usman, Andrea Artoni, Nicolo' Chizzini https://creativecommons.org/licenses/by/4.0
The influence of geoethics on the professional activity of the Earth sciences
The purpose of this study is to identify the challenges that geoscientists face in their professional practice concerning geoethics. It explores their perceptions, the tools available to them, and the significance of this concept in their professional activities. The research relies on semi-structured interviews conducted with Earth Science professionals who have developed their careers primarily in Argentina, and to a lesser extent in other regions. Although the term "geoethics" is not systematically addressed in academic institutions, professionals compensate for this lack of formal training with their own ethical values, in alignment with the protocols established by the companies or institutions that employ them. Furthermore, when ethical dilemmas arise, they often find themselves reconciling their personal values with corporate objectives, without the support of a geoethics code to guide them in cases of conscientious objection when consensus proves insufficient.
Copyright (c) 2025 Roberto Lencina, María Nieves Solsona https://creativecommons.org/licenses/by/4.0
This is the preface to the Special Issue of the Journal of Geoethics and Social Geosciences, titled "25 Years of Advancing Geoethics and Social Geosciences at INGV".
25 Years of Advancing Geoethics and Social Geosciences at INGV
Copyright (c) 2025 JOURNAL OF GEOETHICS AND SOCIAL GEOSCIENCES https://creativecommons.org/licenses/by/4.0
Communication strategy for volcanic hazard understanding in Italy: The role of INGVvulcani team
Communication by public institutions about volcanoes and their activity is crucial in Italy, where many active volcanoes are in inhabited areas. In recent years, in addition to traditional conferences, science festivals, open days, and seminars, communication efforts towards the public have been carried out through 2.0 and 3.0 web activities, based on blog and social media, to establish a dialogue with non-experts. This is particularly important for research institutes like the Istituto Nazionale di Geofisica e Vulcanologia (INGV, National Institute of Geophysics and Volcanology), which is responsible for monitoring Italian active volcanoes and collaborates with civil protection authorities in emergency planning. Since the birth of INGV in 2000, the many branches of the institute have been strongly involved in communication with media and outreach activities. Recently, INGV has improved its communication about volcanoes. The blog ingvvulcani.com was launched in 2018, followed by associated INGVvulcani Facebook, Twitter, and Instagram pages. According to modern volcano risk communication practices worldwide, the INGVvulcani blog and social media are used to provide comprehensive and timely information on volcanic activity and its impacts, particularly focusing on Italian volcanoes. We publish a range of content including real-time updates on volcanic eruptions and activity, bulletins, scientific analyses, educational articles, and multimedia resources, adapting our strategy to volcanic activity levels, providing general information during dormancy and real-time updates during crises. INGVvulcani’s approach prioritizes transparency, accessibility, and engagement, using blogs and social media to foster informed discussions. Social media insights highlight strong public interest and trust, but further qualitative analysis, including sentiment studies and surveys, as well as professional engagement could help to address challenges like misinformation and enhance communication strategies in the future. Our aim is to disseminate scientific knowledge, enhance awareness of volcanic hazards, and promote a culture of preparedness and safety, especially for people living in areas near active Italian volcanoes who need to be accurately and constantly informed about volcanic hazard and monitoring, in collaboration with national and local Civil Protection authorities.
25 Years of INGV's Education and Outreach: Bridging Science and Society
Over the past 25 years, the science outreach activities of the Istituto Nazionale di Geofisica e Vulcanologia (INGV) have evolved from individual efforts by scientists into organized initiatives led by teams at INGV. These efforts aim to enhance public understanding of the importance of geosciences and to promote a culture of prevention. Outreach efforts target schools and the general public through a range of activities, including guided laboratory visits, participation in national and international events, and the development of multimedia educational tools. An overview of our key activities is presented here, highlighting the role of geoscience in education and emphasizing the importance of equipping the next generation with an understanding of Earth system complexities. The overview also offers valuable perspectives on fostering children’s awareness of geoethics to prepare them to address global challenges. In particular, the project with schools is one of the longest-running initiatives of the INGV Third Mission activities and has had a significant impact on local communities. Over the years, we have welcomed thousands of students, highlighting the importance of initiatives dedicated to schools, which are a strategic sector for the dissemination of geosciences. Regarding selected outreach initiatives, we have conducted impact evaluation analyses to monitor efficacy and better refine our actions. Finally, in addition to the school project, a notable initiative includes an annual drawing competition for primary school students, which has collected over 35,000 drawings. This extensive dataset provides a unique opportunity to analyze how children’s perceptions of geoscientific subjects have evolved over time.
Tsunami Ready, a public engagement tool for risk mitigation: The Italian experience
In this article, we describe the functioning of a Tsunami Warning (and mitigation) System (TWS), with particular attention to its downstream component. Besides the scientific and technological developments of such systems, it is important that scientists get involved with society at various levels to help reducing the tsunami risk, supporting actions by local communities and authorities, and supporting the interface between science and policy. In particular, we point our attention to the importance of involving citizens in the risk reduction strategy, starting from the background of the UN Sendai Framework for Disaster Risk Reduction (SFDRR) 2015-2030 which focus on people and their needs: There has to be a broader and a more people-centred preventive approach to disaster risk. The approach of the Italian Tsunami Alert Center of the Istituto Nazionale di Geofisica e Vulcanologia (INGV) for tsunami risk mitigation involves several activities aimed at increasing people’s awareness and preparedness, including the UNESCO IOC Tsunami Ready Recognition Programme (TRRP) discussed in this contribution. After describing the study of tsunami risk perception carried out in recent years in Italy, we focus on the experience gained in our country over the past four years, particularly examining the TRRP of Minturno, the first Italian municipality to receive this recognition in July 2024.
How to raise awareness of seismic risk? Lessons learned from case studies within European Projects
Awareness of at-risk population is a cornerstone of disaster risk management, and effective strategies should integrate sustainability to ensure long-term impact. While hazard and risk assessments are essential for prevention, their success is greatly enhanced when exposed communities are adequately informed. This article presents lessons learned and follow-up insights into seismic hazard and risk awareness from case studies of two European projects—UPStrat-MAFA (Urban Disaster Prevention Strategies using Macroseismic Fields and Fault Sources) and KnowRISK (Know your city, Reduce seismic risk through non-structural elements). The discussion focuses on the rationale behind the selection of target audiences, how messages were adapted to meet diverse needs, and which educational tools were developed to address specific contexts. These experiences provided insights that were applied in national and international initiatives. Reflecting on experiences gained through European collaborations, this overview helps refine communication approaches and offers guidance for improving future earthquake risk mitigation efforts.
The contribution of psychosocial research to earthquake and tsunami risk mitigation
This article explores the psychosocial dimensions associated with the study of natural hazards, focusing on research activities and key experiences gained during Italy’s major seismic emergencies from 2009 to the present. Particular attention is given to the perception of seismic and tsunami risks, based on research conducted by the Istituto Nazionale di Geofisica e Vulcanologia (INGV) in Italy since 2012. The article examines the memory of past disasters and its role in fostering community awareness of the natural hazards that affect their regions. It also highlights INGV’s initiatives, including risk awareness campaigns targeting citizens and educational programs designed for schools. Furthermore, the seismic emergency information interventions conducted during the three most recent large-scale emergencies—Abruzzo (2009), Emilia-Romagna (2012), and Central Italy (2016–2017)—are presented. These emergency information activities not only meet the need for reliable information and counter misinformation but also offer opportunities for psychoeducational interventions. Ultimately, these efforts aim to offer psychosocial support and promote the restoration of local social networks. The themes discussed contribute to the development of effective strategies and actions for risk reduction.
The ethical dimension of sharing solid Earth Science data
Open Science is the paradigm driving the sharing of research data worldwide. It includes the ambition to make FAIR (Findable, Accessible, Interoperable and Re-usable) data sharing the default. FAIR guiding principles for research data have been recently proposed to scientific communities as the new horizon for sharing data. The FAIR principles create the conditions to foster data sharing and improve data stewardship, provided that several legislative, organizational, and ethical issues are addressed. In this paper, we aim to discuss the ethical dimension of sharing solid Earth science data. Earth scientists have a long-lasting tradition in data acquisition, quality control, and standardization, being the key actors in feeding and implementing metadata and services for qualification, storage, and accessibility. Pan-European Research infrastructures like EPOS (European Plate Observing System) involve scientific communities and research organizations federating facilities and resources to ensure data management and interoperability through e-science innovation. After introducing the ethical issues associated with the protection of personal data, intellectual property rights, and data misuse, we will focus on the impartiality for public good. This opens a new horizon to the ethical dimension of open access to research data, going well beyond research integrity. This assumes an outstanding relevance when referring to solid Earth science data since they also concern natural and anthropogenic hazards and risk communication relying on sharing scientific information with different stakeholders. Although we present a specific perspective for solid Earth science, we believe that the addressed ethical dimension is relevant for environmental science in general.
Ethical recommendations for Artificial Intelligence technology in the Geological Sciences - with a focus on Language Models
Artificial Intelligence (AI) offers many opportunities for the geosciences to improve productivity, reduce uncertainty in models and stimulate discovery of new knowledge. There are also risks to geoscience, from the spread of obsolete, inaccurate and misinformation, to threats on fundamental human rights. Whilst ethical AI frameworks exist from numerous institutions such as UNESCO, they are high level and lack practical detail in the geosciences particularly for Large Language Models (LLM). This is evidenced by the misalignment between the way current geoscience AI/LLMs are being designed, trained and deployed, with core ethical principles. Using principles and frameworks from UNESCO and the International Science Council (ISC), a set of ten recommendations are proposed to bridge the gap between practice and these ethical frameworks. Critical Realism is used as an underlying philosophy which allows the potential to provide justifiable recommendations to ethical and moral questions using judgemental rationality. These recommendations may help stakeholders in the international community reach conclusions on what ‘good looks like’ for ethical AI in the geological sciences focusing on Language Models and their applications. This may inform developers, regulators, policy advisors, journal editors, geological surveys, societies, institutions and unions, publishers, funding bodies, geoscientists and decision makers. This is believed to be the first research paper on AI ethics in the geological sciences with a focus on Generative AI. Understanding the nuances of our ethical choices for both the development and use of LLMs and other AI tools in the geosciences, has the potential to positively impact science integrity, and critically, ensure fairness, personal privacy, democratic norms and human rights are safeguarded.
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Anticipatory action and resilience in the Sahel pastoral region: Geoethical considerations in exploring the potential of coupling a regional early warning system with simulation modelling as a semi-qualitative case study in the development sector
Artificial Intelligence (AI) and machine learning have been taking an increasing role in analysing and monitoring socioeconomic vulnerability, especially regarding food systems in relation to geohazards. These methods require a large amount of data that are not always available at the field level, nor are they exempt from bias. Instead, more empirical qualitative approaches, such as case studies, seem more appropriate when analysing human-geosphere intersections. Therefore, efforts need to be made to establish how a case study approach can better inform AI and machine learning, what is the added value, and how do decision makers avoid missing important developments in anticipatory action. The case study approach may help current AI methods to make them more reliable and better; hence, there is interest in benefitting from them. Case studies are suitable for explaining complexity through data triangulation. At the same time, they allow a quick rate of return in terms of understanding complex interrelations between humans and nature, particularly when related to climate change and conflict risk assessments. Furthermore, they can be used together with machine learning methods to calibrate the validity of results and can, especially, be used as training data in machine learning. Finally, and perhaps most importantly, case studies bring transparency to scientific methods because they are not an extractive method, but apply iterative heuristics recognising the users’ experience and giving legitimacy to results; in turn, it is necessary to ensure impact and durability of decisions in the humanitarian and development sector. However, case studies are labour intensive and, therefore, it is only possible to have a limited number of case studies that serve to inform extrapolation methods using AI and machine learning techniques. This paper makes a conceptual review of the, as yet, unresolved inter-linkages of risk, vulnerability, resilience, and adaptation concepts, suggesting a georisks adaptive governance framework considering geoethical principles. Furthermore, it provides an example of how to apply this framework by coupling an early warning system in the Sahel region with systems dynamic modelling under a case study approach in order to observe the impact of adaptation strategies in relation to cultural resilience in food systems in the development and humanitarian sector.
HSIT system: Citizen Participation in Seismology for Data Collection and Enhanced Understanding of Earthquake Effects
Hai Sentito Il Terremoto (HSIT: Did You Feel the Earthquake?) is one of the longest-running citizen science projects on the web. Launched experimentally in 1996 and fully operational since 2007, HSIT has collected data on over 16,800 earthquakes felt in Italy through more than 1,500,000 questionnaires submitted by citizens. Of these, nearly 30,000 participants are registered with HSIT, ensuring continuous engagement across the national territory. The results of this collaboration are bidirectional: citizens contribute their experience of earthquake perception, forming a core dataset that provides localized information. In return, they receive real-time feedback on the earthquake's effects on their region, represented in macroseismic intensity using the Mercalli (MCS) and European (EMS) scales. This partnership enables seismologists to access high-resolution data for analyzing territorial responses to seismic events, including attenuation laws, identifying amplification and/or attenuation zones, and perception patterns based on urban characteristics and behavioral factors. Citizen involvement has expanded the scope of the investigation to include moderate-to-low magnitude earthquakes and distant areas affected by stronger quakes. Registered participants, in particular, gain awareness of earthquakes as ongoing, active phenomena, shifting from a perception of rare catastrophic events to a continuous focus on regional seismic risks. The HSIT project bridges the gap between scientific knowledge and common understanding, fostering a shared experience of living in earthquake-prone regions with awareness and respect for associated risks and preventive measures.
The International Geoethics Research Infrastructure
The development of geoethics has made remarkable progress in recent years, involving a growing number of scholars from various disciplines. This has led to the creation of spaces dedicated to sharing reflections, points of view, and study material. The network of relationships between scholars has significatively incremented both physical and virtual spaces for discussions strengthened conceptual coherence in geoethical thought, anchoring reflections in the historical evolution of the discipline and promoting further developments through open analysis. At the heart of this network is the International Association for Promoting Geoethics (IAPG), founded in 2012. More recently, two new bodies have joined this network: the Commission on Geoethics of the International Union of Geological Sciences (IUGS), established in February 2023, which serves as the supporting branch of the IAPG to the IUGS and is the official body addressing geoethics and social geosciences for the Union; and the Chair on Geoethics of the International Council for Philosophy and Human Sciences (CIPSH), established in January 2024, whose aim is to broaden the international research network by promoting interdisciplinary initiatives that integrate geosciences, humanities, and social sciences through geoethics. These three bodies together represent the International Geoethics Research Infrastructure (IGRI), built over years of activity in geoethics at the Istituto Nazionale di Geofisica e Vulcanologia (INGV), Rome, Italy. It also includes the School on Geoethics and Natural Issues (the “Schola”), founded in 2019, and two editorial initiatives. This paper provides an overview of the foundations of geoethics and outlines the progressive development of the international research infrastructure supporting it.