Serious gaming has gained increasing prominence in climate change communication, and provides opportunity to engage new audiences and new platforms for knowledge co-creation and dialogues. This paper presents the design and evaluation of a serious game on climate adaptation, primarily targeted towards high school students, practitioners and politicians. The game aims to provide an experience of the impact of climate adaptation measures, and illustrates links with selected Agenda 2030 goals, which the player has to consider, while limiting impacts of hazardous climate events. The game design builds on the key goals in Education for Sustainable Development combining comprehensive views, action competence, learner engagement and pluralism. This study draws on game sessions and surveys with high school students in Sweden, and aims to assess to what extent different aspects of the game can support an increased understanding of the needs and benefits of adaptation actions. The results of this study indicate that the game can engage players to reflect upon challenges related to climate adaptation decision making, but also point towards the challenge of including a high degree of complexity which can make it difficult to grasp consequences of individual measures, as well as to link these to the natural variability of the occurrence of extreme climatic events.

This paper analyses the auto-historiography of global environmental change research. It traces how participating researchers make sense of and rationalise research strategies through narratives of the history of global change and Earth System science. Our study draws on personal and programme accounts of Earth System science’s background related to the international global environmental change research programmes International Geosphere-Biosphere Programme (IGBP), the International Human Dimensions Programme on Global Environmental Change (IHDP), the World Climate Research Programme (WCRP), and Future Earth, from 1983 to 2013. The study finds three core narratives: the science history narrative motivates the future development of the programme by building on the successes of earlier international projects. The Earth System departs from an enhanced understanding of environmental change over time. Finally, the Anthropocene narrative underpins arguments for a science-based management of human–environment systems. We argue that including reflexive analytical perspectives in the history writing of Future Earth contributes to making environmental change research relevant and useful for democratic decision-making.