Findings show the Cambrian Limestone Aquifer in the Northern Territory, a critical water source, has experienced significant water loss since 2014, with the impacts visible from space.

A Dartmouth-led study identifies potentially more that 300 small galaxies orbiting low-mass systems known as dwarf galaxies. If confirmed, these satellite galaxies—which are about one-tenth the size of the Milky Way—could provide new, clearer insight into galaxy formation and its connection to dark matter. The study triples the number of dwarf galaxies that have been surveyed in search of satellite star systems.

Astronomers have observed an explosion in space that is pushing back against and influencing the baby star which triggered the explosion in the first place. If explosions like this one are common around young stars, then the young stars and their planets are exposed to a harsher environment than previously thought.

 The SETI Institute awarded a new education grant through its Support Technology, Innovation, Development and Education (STRIDE) program. Space Science for Youth in South Africa is a professional development program for Girl Guides South Africa (GGSA) staff and volunteers and is additionally funded by The Center for Radio Astronomy and Technologies, Rhodes University. The project will leverage the SETI Institute’s experience developed through Reaching for the Stars: NASA Science for Girl Scouts which developed space science badges for Girl Scouts aged 5-18 and provided training for Girl Scout volunteers and organizers. SETI Institute Director of Education Pamela Harman will lead Space Science for Girls in South Africa as PI, with Jessica Henricks as Co-I.

“This STRIDE award leverages our expertise to bring space science activities and career awareness to GGSA,” said Harman.  GGSA aims to empower girls and women to reach their full potential and gives girls the confidence, skills and aspirations to advocate for change and make an impact in the world.”  

Developed and delivered by the SETI Institute, this 2.5 day in-person training in July 2025 will equip a carefully selected group of GGSA leaders with knowledge, tools, experience, and resources to expand engaging and inclusive space science education for girls ages 4.5 - 18. The leaders will not only be prepared to deliver space science programs directly, but, more importantly, to train the GGSA’s adult volunteer leaders who serve GGSA’s 20,000 members in urban and rural areas.  

The Europlanet Science Congress 2025 will be held jointly with the annual meeting of the American Astronomical Society’s Division of Planetary Science (EPSC-DPS2025) from 7–12 September 2025 at Finlandia Hall, Helsinki, Finland. EPSC-DPS2025 covers the full spectrum of planetary research and technology across 74 scientific sessions, with topics including the latest results on Solar System, exoplanetary and interstellar bodies, current and upcoming missions, ground-based observations, the use of artificial intelligence and machine learning in planetary science, planetary defence, and the emergence of life in our Solar System and beyond. Around 1900 oral and poster presentations have been submitted and almost 2000 planetary scientists from Europe and around the world are expected to attend the conference.

Decoding cosmic evolution depends on accurately predicting the complex chemical reactions in the harsh environment of space. Traditional methods for such predictions rely heavily on costly laboratory experiments or expert knowledge, both of which are resource-intensive and limited in scope. Recently, a research team developed an innovative AI tool that predicts astrochemical reactions with high accuracy and efficiency, demonstrating that deep learning techniques can successfully address data limitations in astrochemistry. Titled “A Two-Stage End-to-End Deep Learning Approach for Predicting Astrochemical Reactions,” this research was published May 15 in Intelligent Computing, a Science Partner Journal.

A new study involving more than 700 university students found that trigger warnings do not make students feel more supported or positive toward instructors, despite being widely endorsed. Students who received trigger warnings before trauma-related lectures did not rate instructors as more trustworthy, caring, or open to controversial discussions.In contrast, 'in a safe space' messages had a clear positive impact.