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Astronomical cycles are strongly expressed in marine geological records, providing important insights into Earth system dynamics and an invaluable means of constructing age models. However, how various astronomical periods are filtered by the Earth system and the mechanisms by which carbon reservoirs and climate components respond, particularly in absence of dynamic ice sheets, is unclear. Using an Earth system model that includes feedbacks between climate, ocean circulation, and inorganic (carbonate) carbon cycling relevant to geological timescales, we systematically explore the impact of astronomically modulated insolation forcing and its expression in model variables most comparable to key paleoceanographic proxies (temperature, the δ

The International Ocean Discovery Programme (IODP) and its predecessors generated a treasure trove of Cenozoic climate and carbon cycle dynamics. Yet, it remains unclear how climate and carbon cycle interacted under changing geologic boundary conditions. Here, we present the carbon isotope (δ13C) megasplice, documenting deep-ocean δ13C evolution since 35 million years ago (Ma). We juxtapose the δ13C megasplice with its δ18O counterpart and determine their phase-difference on ~100-kyr eccentricity timescales. This analysis reveals that 2.4-Myr eccentricity cycles modulate the δ13C-δ18O phase relationship throughout the Oligo-Miocene (34-6 Ma), potentially through changes in continental weathering. At 6 Ma, a striking switch from in-phase to anti-phase behaviour occurs, signalling a reorganization of the climate-carbon cycle system. We hypothesize that this transition is consistent with Arctic cooling: Prior to 6 Ma, low-latitude continental carbon reservoirs expanded during astronomically-forced cool spells. After 6 Ma, however, continental carbon reservoirs contract rather than expand during cold periods due to competing effects between Arctic biomes (ice, tundra, taiga). We conclude that, on geologic timescales, System Earth experienced state-dependent modes of climate–carbon cycle interaction., Climate and carbon cycle interactions during major Earth system changes through the Cenozoic remain unclear. Here, the authors present a combined δ13C-δ18O megasplice for the last 35 Ma which allows them to identify three marked intervals of distinct climate–carbon cycle interactions.

Fifty-one years of scientific ocean drilling through the International Ocean Discovery Program (IODP) and its predecessors generated a treasure trove of Cenozoic climate and carbon cycle dynamics. Yet, it remains unclear how climate system and carbon cycle interacted under changing geologic boundary conditions. Here, we present the carbon isotope (d13C) megasplice, documenting deep-ocean d13C evolution since 35 million years ago (Ma). We juxtapose the d13C megasplice with its d18O counterpart and determine their phase-difference on ~100-kyr eccentricity time-scales. This analysis uncovers that 2.4-Myr eccentricity modulates the in-phase relationship between d13C and d18O during the Oligo-Miocene (34-6 Ma), potentially related to changes in continental weathering. At 6 Ma, a striking switch from in-phase to anti-phase behaviour occurs, signalling a threshold in the climate system. We hypothesize that Arctic glaciation and the emergence of bipolar ice sheets enabled eccentricity to exert a major influence on the size of continental carbon reservoirs. Our results suggest that a reverse change in climate - carbon cycle interaction should be anticipated if CO2 levels rise further and we return to a world of unipolar ice sheets.

Digital media increasingly transform daily routines as well as everyday actions and working environments, including education. Apps, games, computer programs, and social media, etc. can support and improve learning processes. The COVID-19 pandemic and the resulting restrictions of social life accelerated a shift towards the application of digital media in education as well as in distance learning. This paper answers questions about the current usage of digital media in non-formal education in Germany, especially in the context of Education for Sustainable Development (ESD). The results of a 2020 survey in Germany with 111 participants show that digital media are an integral part of non-formal education; in particular, audio and video recording and filesharing are used often. Notably, the usage of web calls and webinars has increased since the pandemic. Regarding the disadvantages of digitals formats, participants note the investment in time and effort as well as the expensive equipment needed for development. Despite being dissatisfied with existing offers, a lot of institutions have not developed their own digital education formats (yet). This indicates a possible need for further training and education of educators in non-formal ESD, enabling them to independently create digital formats. This would also contribute to the quality of digital formats, of which many were possibly developed without proper expertise.

A Correction to this paper has been published: https://doi.org/10.1038/s41467-021-21827-8