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The aim of this article is an explorative study of the debate on the flood in the western part of Germany in July 2021, based on the comments found below the coverage of a German public television channel (ZDF) published on YouTube. Based on the neopragmatic framing of the analysis by connecting morality and mass media according to Luhmann, as well as Dahrendorf’s conflict theory, four patterns of interpretation were identified which illustrate a high moralization of the conflict: conclusions drawn from the storm (e.g., of a political nature, references to COVID-19, etc.), far-reaching, predominantly negative interpretations that place the storm and its consequences in the context of other negatively interpreted aspects, as well as rational and empathetic interpretations regarding expressions of sympathy and offers of help, and, ultimately, interpretations that range from climate change and planning failures to various conspiracy-theoretical claims of responsibility for the flooding. All in all, a transformation from conflicts of interest and facts to conflicts of identity and values is taking place, revealing two utopias: the utopia in which man and nature are in harmonic unity, as well as the utopia of the satisfaction of individual (material) needs in a stable material-spatial and legal framework. Science has an instrumental application in both utopias.

This paper addresses the social resonances to the complex causes, effects, and feedback of land loss in southern Louisiana, particularly with respect to the region’s vulnerability to the impacts of anthropogenic climate change, especially against the backdrop of the consequences and side effects of the resident petrochemical industry. Using empirical findings from an online discussion about coastal land loss and talks to people in Louisiana, the different perceptions of coastal land loss of affected and not-affected people become apparent. As a result of the high complexity of the topic, a meta-theoretical framing by neopragmatism, as well as an analytical framing based on Popper’s theory of three worlds, is provided.

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The main focus of this article is on digital excursion formats at universities and their advantages with and without pandemic-related restrictions on teaching. The development of the application, its didactics and feedback from students are demonstrated using the example of the urban geography excursion developed as part of the 'InExkurs' project at the University of Tübingen. Compared to traditional overview excursions, digitally guided formats allow students more flexibility, autonomy and independence in the implementation. Aspects of gamification and location-based games can be used to increase motivation and, in combination with individual navigation, create associations with scavenger hunts. The use of extended reality on mobile devices enables a diverse application of digital information on site: the use of historical maps and photos as well as the integration of (fictional) characters is exemplified using the developed digital urban geography excursion. The first feedback on the excursion showed that the majority of participating students appreciated the digital format and would like to participate in excursions in this or similar formats more often.