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Abstract The intricate interdependence of food, energy, and water (FEW) systems necessitates effective and coordinated educational efforts across various contexts to equip students with the skills to tackle FEW challenges. As an emerging interdisciplinary field, understanding educators’ and education researchers’ views on the FEW-Nexus perspective, self-efficacy, needs, and approaches to promoting community engagement are vital to facilitating the growth of this field. The National Collaborative for Research on Food, Energy, and Water Education (NC-FEW) is an NSF-funded, emergent, interdisciplinary community of educators and discipline-based education researchers engaged in sustained network and capacity building around FEW-Nexus. We present initial survey findings from 166 NC-FEW members, predominantly postsecondary faculty from varied disciplines. Our goal was to understand their views of FEW-Nexus perspective, self-efficacy in FEW-Nexus-specific teaching and education research, instructional design, and community engagement. The findings suggest that FEW-Nexus educators in the NC-FEW community view the Nexus as a blend of diverse concepts and themes, emphasizing the necessity of establishing a concrete definition of the nexus perspective. Their self-efficacy levels were higher in general STEM teaching (mean = 4.03) and STEM education research (mean = 3.61) compared to FEW-Nexus-specific teaching (mean = 3.43) and education research (mean = 3.18). Respondents reported feeling moderately connected to the FEW-Nexus educator community (mean = 2.21). They also outlined anticipated community benefits and contributions to promoting teaching and learning in the FEW-Nexus. These findings highlight the significance of boosting FEW-Nexus educators’ self-efficacy and building a stronger sense of community, having important implications for professional development in emerging fields and broader educational reform endeavors. 

Abstract 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.