Contemporary science communication practice is deeply trapped in the dilemma of “knowledge transmission”: the public’s understanding of scientific conclusions is increasing day by day, but their spiritual identification with science has not improved correspondingly. The deep-seated crux lies in the long-term domination of an “epistemological” view of science, which narrowly understands science as a collection of objective knowledge, thereby severing the intrinsic connections between science and culture, values, and human life. Escaping from this dilemma requires a paradigm shift at the philosophical level. The philosophy of scientific culture provides the theoretical foundation for this shift. It views science, in its essence, as a human-created activity imbued with spiritual pursuits and cultural ideals; thus, the spirit of science and the spirit of the humanities are interconnected at the highest realm. Accordingly, the essence of science communication should shift from “knowledge transmission” to “meaning sharing.” This new paradigm contains three layers of implication: first, the sharing of knowledge shifts from transmitting conclusions to presenting the process of exploration; second, the sharing of spirit shifts from informing achievements to empathizing with the spiritual core of scientists pursuing freedom and cultural realm; third, the sharing of value shifts from demonstrating instrumental utility to achieving deep resonance between science and the public’s world of meaning. Only in this way can science communication truly bring science, as a “living culture, ” into the public’s spiritual world.

Short-form video has emerged as a pivotal medium for the dissemination of emerging technologies, positioning technology enterprises as one of the main agents of science communication. Focusing on Unitree Robotics’ official Douyin account, this study draws on a sample of 81 videos and 4 114 comments to examine the interaction between corporate technological performance and public sociotechnical imaginaries. The study integrates multimodal discourse analysis with text mining to capture both the semiotic construction of technology and its discursive reinterpretation by the public. The findings reveal that embodied AI is rendered as a visualized, contextualized, and immersive technological performance through the orchestration of textual, visual, and auditory modes. Correspondingly, public discourse generates multiple, intersecting sociotechnical imaginaries structured around functional utility, techno-nationalism, and human-machine relations. These dynamics suggest that technological meaning is not unilaterally transmitted but continuously negotiated and stabilized through platform-mediated interactions between technology enterprises and the public. This study reveals that technological performance goes far beyond mere technology demonstration. It opens up a crucial space for the public to engage in the social construction of technology and to shape sociotechnical imaginaries. Consequently, these practices reconfigure science communication from one-way dissemination toward the participatory co-production of meaning.

With the rapid development of artificial intelligence, particularly generative AI, AI literacy is regarded as an essential competency for individuals and society. This research systematically organizes domestic and international literature and, through content analysis, addresses core issues in this field, including conceptual definitions, research approaches, developmental trajectories, core content, methodological theories and evaluation systems. The essence of artificial intelligence literacy has evolved into a multidimensional structure that encompasses knowledge, skills, mindset, attitudes and ethics. Three dominant research approaches are identified: the interdisciplinary-integration-oriented approach, the social-function-oriented approach, and the measurement-and-evaluation-oriented approach. Existing research has covered implementation strategies for multiple groups, the role of institutions such as libraries, and disparity studies. Both domestic and international competency frameworks are constructed around the “knowledge-skills-attitudes”, yet significant differences exist in group-specific and cultural perspectives. Current research faces several limitations, including inadequate validation of assessment tools, difficulty balancing generalizability and specificity, the knowledge-action gap stemming from reliance on self-report scales, lack of longitudinal and dynamic studies, andscarcity of cross-cultural applicability testing. Future studies should strengthen longitudinal research and measurement method innovation, prioritize developing culturally responsive frameworks, and address equity issues in literacy education.

Based on 1 445 papers published in Studies on Science Popularization from 2006 to 2026, this study systematically analyzes its development and evolution using bibliometric and comparative methods. The results indicate that the journal’s academic influence has steadily increased. Its researchthemes have evolved through four phases: initial foundation, transformation and expansion, integrated deepening, and frontier leadership. Research methods have shifted from early empirical summaries and theoretical speculation to a balanced integration of qualitative, quantitative and multi-method approaches. Theoretical applications draw extensively from communication studies, sociology, management, and other disciplines. Over the past two decades, the journal has contributed significantly to academic guidance, talent cultivation and policy support for science popularization. For future development, it should further advance basic research, expand interdisciplinary frontiers, enhance practical relevance and strengthen talent development, so as to build itself into a top academic journal.

Science education is a strategic cornerstone that supports scientific and technological innovation and the building of a strong country. Discovering trends and summarizing experiences from the development process of science education research has academic value and practical significance for promoting the high-quality development of science education and better serving the strategic needs of the country. A bibliometric analysis of high-quality scientific education research on China National Knowledge Infrastructure (CNKI) from 2006 to 2026 was conducted using Citespace, presenting the overall research landscape and conducting a more in-depth review analysis of the development trend in combination with the literature. Research findings show that over the past two decades, domestic science education research has undergone a practical shift from discipline-based to interdisciplinary integration, from individual cognition to social practice, from a single paradigm to multiple norms, and from international experience to localized exploration. But there are still deficiencies, such as weak empirical research and insufficient cross-disciplinary cooperation. Four prospects for domestic science education research in the future are proposed: continuously improve the construction of the science education system; strengthen situational practice and literacy-oriented evidence-based research; enhance cross-disciplinary collaborative cooperation; accelerate the exploration of new domains and new qualities to empower science education.

Since the founding of the People’s Republic of China, science popularization policy has formed a relatively comprehensive system in China. The policy-making subjects cover national and local governments at all levels as well as industry departments, providing multi-level institutional support for science popularization work and effectively promoting the leapfrog development of the science popularization cause. With the continuous improvement of the science popularization policy system, academic research on science popularization policies has become more abundant and diverse, forming a systematic research framework and practical influence on the formulation of science popularization policies and the development of the science popularization cause. This paper comprehensively reviews the evolution and research progress of China’s science popularization policies, and looks forward to future development trends, to provide references for further optimizing science popularization policies and enhancing the efficiency of science popularization work.

University science popularization constitutes a vital force within the national science popularization system and plays a significant role in advancing high-level scientific and technological self-reliance. Addressing the persistent disjunction between knowledge dissemination and spiritual guidance—a “two separate layers” phenomenon in university science popularization—this study adopts the perspective of practice-embedded science popularization and takes the “How Steel Is Made” thematic science popularization project at the National Key Laboratory of Advanced Refractories as a case. Employing a mixed-methods approach that combines design-based research with an embedded case study, this paper constructs a three-layer mapping framework of “material process—cognitive process—spiritual imagery”. Through three rounds of iterative refinement, the project crystallized into three signature practice segments: “The Quenching of Failure, ”“The Exploration of the Micro World, ” and “The Team Crucible.” The findings reveal that the practice-embedded science popularization mechanism, pivoting on the role configuration of participants as “junior researchers, ” embeds participants into authentic scientific research processes, thereby achieving the demystification of the scientist image at the material process layer, the contextualized transformation of spiritual qualities at the cognitive process layer, and the meaning construction of value schemas at the spiritual imagery layer. Through the vertical integration of these three mechanisms, the model effectively realizes the deep coupling of knowledge popularization and spiritual internalization, offering a replicable implementation model for universities to conduct high-level science popularization and spiritual cultivation grounded in their disciplinary characteristics.

Job burnout is a central issue in contemporary occupational research. However, existing studies have paid little attention to the burnout levels and influencing factors specific to science-communication educators. This study employed a convenience sampling method using electronic questionnaires to collect data from 115 science-communication educators across 15 natural history museums in China. It investigates the overall burnout level within this group, characteristics of group differences, and associated influencing factors. The findings indicate that science-communication educators in natural history museums experience significant job burnout. Notably, higher levels of burnout were observed among educators working in first-class museums, those with permanent institutional positions (“bianzhi nei”), males, individuals aged 31~40, those holding intermediate professional titles, and those with a monthly income exceeding 10,000 RMB. Age, physical health status, perceived work pressure, and degree of social recognition were found to significantly impact their job burnout levels. Based on the empirical results, it is recommended that natural history museums implement tiered intervention strategies targeting high-pressure subgroups. These strategies should focus on optimizing work models to alleviate the educator’s physical and mental stress, enhancing social recognition to reinforce positive feedback, thereby effectively reducing burnout levels within this population.

As an approach grounded in objective facts and systematic research evidence, evidence-based science communication holds potential advantages in mitigating Artificial Intelligence (AI) hallucinations. From the perspective of evidence-based science communication, this study analyzes the dual relationship between AI and evidence-based communication. (1) The empowering role of AI in evidence-based science communication: AI demonstrates enabling potential in stages such as data aggregation, evidence screening, and impact feedback, thereby enhancing the efficiency and reach of evidence-based communication. (2) The challenges posed by AI hallucinations to science communication: These challenges are reflected not only in content authenticity but also in the procedural legitimacy of knowledge production. They affect dimensions including content foundation, knowledge production, knowledge stability, and the efficiency of consensus-building, causing misinformation to escalate from isolated inaccuracies to structural errors. Based on these findings, this study proposes a human-AI collaboration pathway for evidence-based science communication, guided by the principles of evidentiality, traceability, adaptability, and publicness. By clarifying the AI-side intervention mechanisms and the key nodes of human-AI collaboration under each principle, this study constructs a comprehensive evidence-based science communication system spanning “content production—process control—pace regulation—impact feedback.”