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

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50704 - Environmental sciences (social aspects)

Projekt

<a href="/cs/project/GF23-04520L" target="_blank" >GF23-04520L: Hodnocení hybridní infrastruktury pro zmírňování hazardů s ohledem na scénáře klimatické změny</a><br>

Návaznosti

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

Rok uplatnění

2023

Kód důvěrnosti údajů

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

Název periodika

Land

ISSN

2073-445X

e-ISSN

2073-445X

Svazek periodika

12

Číslo periodika v rámci svazku

11

Stát vydavatele periodika

CH - Švýcarská konfederace

Počet stran výsledku

17

Strana od-do

1-17

Kód UT WoS článku

001113339900001

EID výsledku v databázi Scopus

2-s2.0-85178114158