In a resource-constrained world, geoscience education equips the workforce with the skills and knowledge to address complex issues such as water scarcity, natural hazards, and energy depletion. Geoscience content knowledge along with spatial skills, data literacy, and thinking about systems remain foundational. Simultaneously workforce needs include collaboration and engaging with community partners. Teaching about Earth in the context of societal problems is a research area that provides connections for strengthening competencies and fostering student interest. Moreover, the AGU geoscience education section advocates early career geoscience options that 'promote societal building and environmental protection.'

Geoscience curricular studies focused on societal challenges have demonstrated positive shifts in student interest, attitudes related to societal problems, and skill gains. Studies of curriculum with middle school youth reveal shifts in science interest and data literacy in relation to climate studies. High school curriculum focused on natural hazards demonstrates improvements in students' knowledge about community preparedness and resilience. Undergraduate curriculum involving citizen science data on climate change shows increases in data literacy confidence and curriculum focused on sustainability demonstrates increases in understanding of the importance of interdisciplinary knowledge. Timelines for incorporating such approaches prove challenging in working with community-driven timelines and engaging meaningfully with the issues.