Risk communication is a significant research domain with practical importance in supporting societal risk governance and informed private decision making. In this article, a high-level analysis of the risk communication research domain is performed using scientometrics methods and visualization tools. Output trends and geographical patterns are identified, and patterns in scientific categories determined. A journal distribution analysis provides insights into dominant journals and the domain’s intellectual base. Thematic clusters and temporal evolution of focus topics are obtained using a terms analysis, and a co-citation analysis provides insights into the evolution of research fronts and key documents. The results indicate that the research volume grows exponentially, with by far most contributions originating from Western countries. The domain is highly interdisciplinary, rooted in psychology and social sciences, and branching mainly into medicine and environmental sciences. Narrative themes focus on risk communication in medical and societal risk governance contexts. The domain originated from public health and environmental concerns, with subsequent research fronts addressing risk communication concepts and models. Applied research fronts are associated with environmental hazards, public health, medical risks, nuclear power, and emergency response to various natural hazards. Based on the results, various avenues for future research are described.

Only since the beginning of this century, the prevention of radicalization has become an important topic in debates about terrorism and sustainable development in developing countries. Research has shown that radicalized individuals are not uneducated, but have often completed secondary or tertiary education. Additionally, it became clear that some extremist groups consider the school environment as an attractive recruitment place. These findings led to a new approach where the education sector is considered as a prominent partner in preventing and combating the radicalization of young individuals. In this article, the potential limitations of the role of the education sector in developing countries are exposed. Based on previous research, three bottlenecks in the education sector were found: unequal access to education, poor quality of education and the relationship between education and employment. In order to strengthen the role of education for sustainable development in developing countries, it is recommended that equal access to education is improved, that schools invest in the creation of safe spaces for their students, that not only secondary but also primary and tertiary education are involved in policy strategies regarding radicalization, and that the job market is adjusted to the educational level of graduated students.