水文学および水資源管理学教育における自然を基盤とした解決策のカリキュラム統合に関するグローバルな視点

Unofficial AI-generated summary based on the public title and abstract. Not an official translation.

🔬研究者:Provides a global baseline of NbS curricular integration, useful for comparative education research.

🏢実務担当者:Offers insights for universities and training programs to enhance NbS content in water-related curricula.

🏛政策担当者:Highlights the need for policy support to integrate NbS into higher education, aligning with climate adaptation strategies.

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.

• openalex https://doi.org/10.1016/j.jclepro.2026.149303first seen 2026-08-28 04:43:47