The Future of Education & Training for Emerging Earth System Science (ESS) Capabilities

Abstract Earth system science (ESS) instructors must undertake paradigm shifts in the approaches used to prepare practitioners. To adapt to our rapidly changing world, ESS practitioners are facing the need to be 1) creative, 2) tech-savvy, 3) excellent communicators, 4) collaborative leaders, and 5) attentive to social responsibility. The University Corporation for Atmospheric Research (UCAR) conducted an exploratory study into the education and training priorities for these five emerging capabilities and to identify ways that leading institutions like UCAR could address gaps in resources and support. Study respondents included predominantly faculty at higher education institutions, along with ESS supervisors, leaders, and professional development providers from outside academia. A mixed-method approach was employed, collecting qualitative and quantitative data from a survey and qualitative data from semi-structured interviews from December 2024 to July 2025. Findings suggest that information-focused instruction remains entrenched in the field, with discussion as the predominant activity offered for learners, but many interviewees are striving for more experiential learning through models, coding, and fieldwork. Computer-based interactives are a top need for the future, and interviewees felt the need to do better in keeping pace with new technologies like AI-assisted learning. The study suggests gaps in knowledge about available resources, emerging ESS research technologies and practices, and using current and emerging learning technologies. A community of practice and facilitated online tutorials are preferred formats for online interactions between instructors and could focus on testing new tools and approaches for ESS instruction. These strategies may support instructors in coaching more capable practitioners.