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

Kristina Potočki (), Pavel Raška, Carla S. S. Ferreira and Nejc Bezak
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Kristina Potočki: Faculty of Civil Engineering, University of Zagreb, 10 000 Zagreb, Croatia
Pavel Raška: Faculty of Science, Jan Evangelista Purkyně University, 400 96 Ústí nad Labem, Czech Republic
Carla S. S. Ferreira: Applied Research Institute, Polytechnic Institute of Coimbra, 3045-093 Coimbra, Portugal
Nejc Bezak: Faculty of Civil and Geodetic Engineering, University of Ljubljana, 1000 Ljubljana, Slovenia

Land, 2023, vol. 12, issue 11, 1-17

Abstract: 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.

Keywords: nature-based solutions (NbSs); water resources management; higher education; curricula; knowledge translation; bibliometric analysis (search for similar items in EconPapers)
JEL-codes: Q15 Q2 Q24 Q28 Q5 R14 R52 (search for similar items in EconPapers)
Date: 2023
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