Reasoning about soil as a coupled system is central to graduate training, but is being squeezed out as soil science moves into broader degrees without dedicated specialists. Accessible LLMs make this harder to ignore. We propose four principles for undergraduate teaching: interactivity, place, plural knowledge, and AI discernment, delivered via interactive models, landscape comparisons, Two-Way knowledge, and AI interrogation. Assessment integrates these into place-specific reasoning.

Indicators, e.g., of soil quality or health, are routinely used in soil science to guide the management of soils. Currently, it is never made clear which indicators are objective, i.e., independent of the observer’s values and opinions, and which ones are not. In this article, we point out conditions indicators have to meet to provide objective information about soils, and we insist on the need to be upfront about this feature when communicating to the public and to decision makers.

A single patch of forest soil teems with hundreds of tiny animals—a puzzle long intrigued scientists. This paper presents an integrative framework connecting soil biodiversity across environmental gradients, morphological traits, food resources and phylogenetic relationships. It uncovers ecological processes and evolutionary history shaping soil biodiversity, predicts the climate change impacts, and informs preservation of species, functions and evolutionary heritage essential for healthy soils.