Teaching Environmental Science Communication: A Multimodal and AI-Enhanced Framework Supported by Applied Case Studies

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, limit- ing students’ ability to engage with diverse audiences. This study proposes a structured three-level framework (i.e., micro-, meso-, and macro-communication) for teaching en- vironmental 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 struc- tured 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 commu- nication skills. This study provides an exploratory and practice-based framework that may inform curriculum design and pedagogical innovation, suggesting that communi- cation could be more systematically embedded across environmental science programs in order to strengthen evidence-informed societal engagement and support sustainable environmental governance.