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Land is a natural resource that humans have utilized for life and various activities. Land use/land cover change (LULCC) has been of great concern to many countries over the years. Some of the main reasons behind LULCC are rapid population growth, migration, and the conversion of rural to urban areas. LULC has a considerable impact on the land-atmosphere/climate interactions. Over the past two decades, numerous studies conducted in LULC have investigated various areas of the field of LULC. However, the assemblage of information is missing for some aspects. Therefore, to provide coherent guidance, a literature review to scrutinize and evaluate many studies in particular topical areas is employed. This research study collected approximately four hundred research articles and investigated five (5) areas of interest, including (1) LULC definitions; (2) classification systems used to classify LULC globally; (3) direct and indirect changes of meta-studies associated with LULC; (4) challenges associated with LULC; and (5) LULC knowledge gaps. The synthesis revealed that LULC definitions carried vital terms, and classification systems for LULC are at the national, regional, and global scales. Most meta-studies for LULC were in the categories of direct and indirect land changes. Additionally, the analysis showed significant areas of LULC challenges were data consistency and quality. The knowledge gaps highlighted a fall in the categories of ecosystem services, forestry, and data/image modeling in LULC. Core findings exhibit common patterns, discrepancies, and relationships from the multiple studies. While literature review as a tool showed similarities among various research studies, our results recommend researchers endeavor to perform further synthesis in the field of LULC to promote our overall understanding, since research investigations will continue in LULC. 

Practitioners and researchers in geoscience education embrace collaboration applying ICON (Integrated, Coordinated, Open science, and Networked) principles and approaches which have been used to create and share large collections of educational resources, to move forward collective priorities, and to foster peer‐learning among educators. These strategies can also support the advancement of coproduction between geoscientists and diverse communities. For this reason, many authors from the geoscience education community have co‐created three commentaries on the use and future of ICON in geoscience education. We envision that sharing our expertise with ICON practice will be useful to other geoscience communities seeking to strengthen collaboration. Geoscience education brings substantial expertise in social science research and its application to building individual and collective capacity to address earth sustainability and equity issues at local to global scales The geoscience education community has expanded its own ICON capacity through access to and use of shared resources and research findings, enhancing data sharing and publication, and leadership development. We prioritize continued use of ICON principles to develop effective and inclusive communities that increase equity in geoscience education and beyond, support leadership and full participation of systemically non‐dominant groups and enable global discussions and collaborations.