Translating Nature-Based Solutions for Water Resources Management to Higher Educational Programs in Three European Countries

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13440%2F23%3A43897958" target="_blank" >RIV/44555601:13440/23:43897958 - isvavai.cz</a>

Result on the web

<a href="https://www.mdpi.com/2073-445X/12/11/2050" target="_blank" >https://www.mdpi.com/2073-445X/12/11/2050</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.3390/land12112050" target="_blank" >10.3390/land12112050</a>

Result language

angličtina

Original language name

Translating Nature-Based Solutions for Water Resources Management to Higher Educational Programs in Three European Countries

Original language description

Climate change has increasing impacts of hydro-meteorological extremes on water resources. Projections indicate a similar trend and challenge in the effectiveness of conventional engineering solutions in climate change adaptation (CCA) and disaster risk reduction (DRR) strategies. Nature-based solutions (NbSs) have been promoted as viable approaches and measures that complement engineering solutions. While the effects of NbSs have been increasingly demonstrated, their broader implementation can be favoured by NbSs knowledge integration in higher education curricula. Knowledge on how the research practice is translated into the educational landscape is missing. This paper adopts the concept of knowledge translation and analyses the integration of NbSs in the study programs of higher education institutions in three European countries (Croatia, Czechia, and Slovenia). Specifically, it explores the extent, thematic areas, and curricular settings of NbSs related to water resources management in implemented curricula at public universities. The results show that NbSs are integrated in a limited number of courses within the relevant study programs (in the fields of, e.g., natural sciences, geography, and engineering and technology) and represent rather an extension of compulsory curricula. Bibliometric analysis revealed that most courses involving the NbSs approach still represent a personalized knowledge, i.e., developed by professors during their research activities. The barriers impairing a broader integration of NbSs in the studied programs are then discussed. Our results therefore indicate that NbSs do not represent a mainstream knowledge that would proliferate into higher education curricula through accreditations procedures, but that the knowledge that is mostly integrated through direct incremental implementation of NbSs in the individual compulsory lessons or facultative courses. We assert that without broader and systematic NbSs knowledge translation to study programs, the effectiveness of climate change adaptation and disaster risk reduction strategies cannot be fully achieved.

Czech name

—

Czech description

—

Type

J_imp - Article in a specialist periodical, which is included in the Web of Science database

CEP classification

—

OECD FORD branch

50704 - Environmental sciences (social aspects)

Project

<a href="/en/project/GF23-04520L" target="_blank" >GF23-04520L: Evaluation of hazard-mitigating hybrid infrastructure under climate change scenarios</a><br>

Continuities

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Publication year

2023

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Land

ISSN

2073-445X

e-ISSN

2073-445X

Volume of the periodical

12

Issue of the periodical within the volume

11

Country of publishing house

CH - SWITZERLAND

Number of pages

17

Pages from-to

1-17

UT code for WoS article

001113339900001

EID of the result in the Scopus database

2-s2.0-85178114158