Publication Details |
| Category | Text Publication |
| Reference Category | Journals |
| DOI | 10.1016/j.jclepro.2026.149303 |
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| Title (Primary) | Global perspectives on the curricular integration of nature-based solutions in hydrology and water resources management education |
| Author | Alivio, M.B.; Potočki, K.; Raška, P.; Ameh Adegede, P.; Mehedi Adyel, T.; Aksoy, H.; Bourke, M.; Cavus, Y.; de Brito, M.M.
; Dembélé, M.; Elmoustafa, A.M.; Förster, K.; Han, S.
; Howard, B.C.; Jia, H.; Kohnova, S.; Koren, G.; Nunes Carvalho, T.M.; Ochoa-Sánchez, A.; Ouachani, R.; Pavlović, D.; Relf, J.; Santos Ferreira, C.S.; Schmitz, K.; Thaler, T.; Todorović, A.; Wang, C.; Wang, L.; Wang, S.; Zokou Yao, F.; Yonaba, R.; Yoon, J.; Bezak, N. |
| Source Titel | Journal of Cleaner Production |
| Year | 2026 |
| Department | SUSOZ |
| Volume | 575 |
| Page From | art. 149303 |
| Language | englisch |
| Topic | T5 Future Landscapes |
| Supplements | Supplement 1 |
| Keywords | Climate change adaptation; University curricula; Higher education; Low-impact development; Sustainable development |
| Abstract | Nature-based
Solutions (NbS) are strongly advocated in international environmental
discourse and policy agendas for climate risk management. However, a
critical knowledge gap remains regarding the extent to which NbS
concepts are systematically integrated into higher education curricula,
despite the role of universities as institutional settings for
developing and disseminating knowledge relevant to NbS. In this study,
we examined the degree of curricular integration of NbS within
university study programs in water resources management (WRM) and
hydrology at the undergraduate, master's, and doctoral levels across 25
countries in 8 geographic regions. Data were collected through a
structured survey, and curricula analysis was conducted, in which the
proportion of NbS content within each course was categorized into Major
(core focus), Moderate (partial coverage), Minor (peripheral inclusion),
or NA (no explicit content). Our findings reveal significant regional
and disciplinary contrasts. Countries with research-active disciplines,
such as engineering and environmental science, and those with formal NbS
policy frameworks, such as in the EU, show earlier or more extensive
NbS curricular integration. Contrary to the interdisciplinary nature of
NbS, we find that NbS are predominantly, yet sporadically, embedded in
civil and environmental engineering and natural sciences, with minimal
contributions from other disciplines, such as social sciences. Moreover,
NbS concept remains insufficiently represented at the undergraduate
level as 45.9% of the courses contain Minor content and 33.9% have no
explicit NbS content, which represents a missed opportunity for NbS
exposure during foundational professional study and training. More
substantive NbS content appears in master's and doctoral programs,
suggesting that NbS remains a specialized, research-oriented topic
rather than foundational curriculum content. Faculty-led NbS teaching
initiatives, identified through the survey, though encouraging, reveal a
misalignment between high NbS research activity and their low
curricular integration, where 31–41% of lecturers in courses with NA and
Minor NbS integration do publish NbS-related research. Without explicit
NbS framing in WRM and hydrology curricula, study programs may remain
confined to specific disciplinary silos, potentially limiting students'
overall engagement with NbS concepts. These findings collectively
suggest that advancing comprehensive NbS integration in higher education
may require deliberate and coordinated curricular reform across
institutional levels, highlighting the importance of a whole-institution
approach that systematically integrates NbS into curriculum, governance
structures, and campus infrastructure. |
| Alivio, M.B., Potočki, K., Raška, P., Ameh Adegede, P., Mehedi Adyel, T., Aksoy, H., Bourke, M., Cavus, Y., de Brito, M.M., Dembélé, M., Elmoustafa, A.M., Förster, K., Han, S., Howard, B.C., Jia, H., Kohnova, S., Koren, G., Nunes Carvalho, T.M., Ochoa-Sánchez, A., Ouachani, R., Pavlović, D., Relf, J., Santos Ferreira, C.S., Schmitz, K., Thaler, T., Todorović, A., Wang, C., Wang, L., Wang, S., Zokou Yao, F., Yonaba, R., Yoon, J., Bezak, N. (2026): Global perspectives on the curricular integration of nature-based solutions in hydrology and water resources management education J. Clean Prod. 575 , art. 149303 10.1016/j.jclepro.2026.149303 |
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