Discovering the Aquifer
Basic information
Project Title
Discovering the Aquifer
Full project title
Program "À Descoberta do Aquífero" (Discovering the Aquifer) part of the project eGROUNDWATER
Category
Regaining a sense of belonging
Project Description
'Discovering the Aquifer' is a pioneering two-year school program promoting interdisciplinary learning on water management and sustainability. Engaging students, teachers, and the entire school community in monitoring and safeguarding groundwater. Through collaborative efforts, we empower participants with tools to comprehend aquifer dynamics, climate pressures, and adaptation strategies. Join us on this educational journey towards sustainable practices and a resilient future.
Geographical Scope
Local
Project Region
The project is implemented in 3 cities from the Algarve Region:
Faro
Loulé
Olhão, Portugal
Faro
Loulé
Olhão, Portugal
Urban or rural issues
It addresses urban-rural linkages
Physical or other transformations
It refers to other types of transformations (soft investment)
EU Programme or fund
Yes
Which funds
Other
Other Funds
Horizon 2020 / Horizon Europe<br />
PRIMA Programme
Description of the project
Summary
“Discovering the Aquifer” (DtA) emerged from workshops with community during the PRIMA EU eGROUNDWATER project, where the goal is supporting participatory sustainable groundwater management in the Mediterranean. Campina de Faro aquifer is a case-study. Workshops highlighted the collective desire for increased aquifer data to users, public administration, and civil society. In Algarve, facing severe drought and an over-exploited aquifer, with saline intrusion and nitrates contamination, DtA is a transformative citizen science-based initiative, addressing challenges faced by the territories it serves. It directly contributes to water security, empowering the school community.
The project aims for collaborative learning between schools and universities, focusing on the aquifer interdisciplinary exploration, monitoring and protection.
Specific objectives: i)Empower the school community in active aquifer protection; ii)Provide knowledge and tools for understanding aquifer pressures and climate adaptation towards a sustainable management; iii)capacitate schools community in groundwater monitoring skills; iv)Facilitate interdisciplinary collaborative learning; v) Instil a sense of responsibility and sustainability toward the Faro Campina aquifer.
Achieved Outcomes: i)School community's boreholes/wells identification; ii) Design and implementation of adaptable data collection protocols; iii) Conducted capacity and training sessions distributing analysis kits for real data collection; iv) Students active participation in monitoring; v) Sessions for data analysis and reflection on future sustainability scenarios.
In the 'Regaining a Sense of Belonging' context category, our project underscores the value of community involvement in preserving natural resources. By connecting students and educators, we contribute to the NEB initiative's values of sustainability, inclusion, and aesthetic quality, fostering a sense of belonging and responsibility towards our shared environm
The project aims for collaborative learning between schools and universities, focusing on the aquifer interdisciplinary exploration, monitoring and protection.
Specific objectives: i)Empower the school community in active aquifer protection; ii)Provide knowledge and tools for understanding aquifer pressures and climate adaptation towards a sustainable management; iii)capacitate schools community in groundwater monitoring skills; iv)Facilitate interdisciplinary collaborative learning; v) Instil a sense of responsibility and sustainability toward the Faro Campina aquifer.
Achieved Outcomes: i)School community's boreholes/wells identification; ii) Design and implementation of adaptable data collection protocols; iii) Conducted capacity and training sessions distributing analysis kits for real data collection; iv) Students active participation in monitoring; v) Sessions for data analysis and reflection on future sustainability scenarios.
In the 'Regaining a Sense of Belonging' context category, our project underscores the value of community involvement in preserving natural resources. By connecting students and educators, we contribute to the NEB initiative's values of sustainability, inclusion, and aesthetic quality, fostering a sense of belonging and responsibility towards our shared environm
Key objectives for sustainability
'Discovering the Aquifer' sets an exemplary standard for sustainability by integrating education, community engagement, and practical tools. It goes beyond awareness, actively involving diverse stakeholders in collaborative efforts. This comprehensive approach sets an exemplary standard, providing a replicable model for sustainable initiatives and broader environmental stewardship goals, also ensuring the project's longevity, contributing not only to groundwater protection and management but also to broader environmental stewardship goals. By empowering the school community with knowledge and tools, through educational sessions, training, and collaborative monitoring activities, the project fosters a shared responsibility for aquifer protection. Addressing climate change impacts and incorporating adaptation strategies into the curriculum, participants gain insights into climate challenges, fostering a proactive approach to sustainable resource management, enhancing community resilience. The emphasis on interdisciplinary collaboration and learning provides a holistic understanding of aquifer and groundwater. This collaborative model exemplifies sustainable practices, encouraging diverse perspectives for comprehensive problem-solving. Targeting students, cultivates a culture of responsibility and leadership in the younger generation, ensuring the sustainability of aquifer protection efforts but also establishes a lasting culture of environmental stewardship. Through the identification of boreholes/wells and the design of adaptable data collection protocols, the project equips the community with tools for sustainable resource management. This hands-on approach facilitates effective monitoring, promoting long-term sustainability practices.
Key objectives for aesthetics and quality
In the context of aesthetics and quality of experience, 'Discovering the Aquifer' is exemplary for its intentional design elements, cultural sensitivity, and community-focused approach. The project not only imparts knowledge but also attempts to create a visually appealing, culturally enriched, and inclusive educational experience. This design-centric model sets an example for how environmental education initiatives can be both informative and culturally resonant, contributing to the NEB values of aesthetics, quality of experience, and cultural benefits.
The project integrates design thinking into its didactic modules, enhancing the visual appeal of learning materials and activities. Visualization tools, analysis kits, and creative educational resources contribute to a visually engaging and immersive experience for participants.
The interdisciplinary nature of the project recognizes the cultural context of the community. By integrating local perspectives, traditions, and values into the educational content, the project ensures cultural relevance and resonance, making the learning experience more meaningful for participants. Moreover, the project allowed the students to learn about the management and use of water over the centuries in the Algarve region. This learning was associated with region's culture, allowing students to discover and visit traditional "noras" (circular stone structures used to draw water from wells before electricity was used) many of which are now abandoned.
“Discovering the Aquifer” emphasizes hands-on, experiential learning, allowing participants to actively engage with the subject matter. This approach enhances the overall quality of the learning experience, making it more memorable and impactful for individuals involved. Its inclusive design ensures that the learning experience is accessible to all participants, irrespective of background or abilities.
The project integrates design thinking into its didactic modules, enhancing the visual appeal of learning materials and activities. Visualization tools, analysis kits, and creative educational resources contribute to a visually engaging and immersive experience for participants.
The interdisciplinary nature of the project recognizes the cultural context of the community. By integrating local perspectives, traditions, and values into the educational content, the project ensures cultural relevance and resonance, making the learning experience more meaningful for participants. Moreover, the project allowed the students to learn about the management and use of water over the centuries in the Algarve region. This learning was associated with region's culture, allowing students to discover and visit traditional "noras" (circular stone structures used to draw water from wells before electricity was used) many of which are now abandoned.
“Discovering the Aquifer” emphasizes hands-on, experiential learning, allowing participants to actively engage with the subject matter. This approach enhances the overall quality of the learning experience, making it more memorable and impactful for individuals involved. Its inclusive design ensures that the learning experience is accessible to all participants, irrespective of background or abilities.
Key objectives for inclusion
'Discovering the Aquifer' showcases a holistic model that goes beyond traditional educational boundaries. By actively engaging diverse stakeholders, promoting educational accessibility, ensuring affordability, and embracing inclusive governance and design principles, the project sets a high standard for how these kinds of initiatives can be truly inclusive. This exemplary approach contributes to the NEB values of inclusion, accessibility, and new societal models.
The project actively involves students, teachers, parents and other relatives (including grandparents), and school staff, promoting collaboration among diverse stakeholders. This inclusivity ensures a wide range of perspectives, experiences, and expertise considered in the development and implementation of the program.
Targeting students from 7th to 9th grade, the project aims to make aquifer education accessible to a broad age range. It also recognises the importance of involving adults, with a recommendation for students up to 8th grade to be accompanied during monitoring activities, ensuring inclusivity in participation.
By providing training sessions, analysis kits, and educational resources, the project ensures that participants have affordable access to the tools needed for data collection and analysis. This approach removes financial barriers, making the program accessible to a wider audience.
The project empowers the entire school community—students, teachers, parents, and school staff—creating an inclusive governance structure. This ensures that decisions regarding aquifer protection and water management and use in general involve input from all stakeholders, fostering a sense of shared responsibility and inclusivity in decision-making.
The inclusive design of the program considers the diverse needs and abilities of participants. It incorporates adaptability in data collection protocols, accommodating various learning styles and capabilities. This design-for-all approach ensures that the
The project actively involves students, teachers, parents and other relatives (including grandparents), and school staff, promoting collaboration among diverse stakeholders. This inclusivity ensures a wide range of perspectives, experiences, and expertise considered in the development and implementation of the program.
Targeting students from 7th to 9th grade, the project aims to make aquifer education accessible to a broad age range. It also recognises the importance of involving adults, with a recommendation for students up to 8th grade to be accompanied during monitoring activities, ensuring inclusivity in participation.
By providing training sessions, analysis kits, and educational resources, the project ensures that participants have affordable access to the tools needed for data collection and analysis. This approach removes financial barriers, making the program accessible to a wider audience.
The project empowers the entire school community—students, teachers, parents, and school staff—creating an inclusive governance structure. This ensures that decisions regarding aquifer protection and water management and use in general involve input from all stakeholders, fostering a sense of shared responsibility and inclusivity in decision-making.
The inclusive design of the program considers the diverse needs and abilities of participants. It incorporates adaptability in data collection protocols, accommodating various learning styles and capabilities. This design-for-all approach ensures that the
Results in relation to category
Enhanced Aquifer Awareness: Increased understanding of aquifer dynamics and environmental challenges among students, teachers, and the wider community. Improved environmental literacy and awareness of the importance of aquifer preservation. Fosters a sense of belonging to the local ecosystem, instilling pride in environmental stewardship. Community Empowerment: Empowered students, teachers, parents, and community members through hands-on training and participation in aquifer monitoring. Increased confidence and capacity to actively contribute to aquifer protection. Cultivates a community-driven approach to environmental issues, enhancing a sense of shared responsibility. Scientific Contributions: Generated valuable data on aquifer health through citizen science activities. Improved local and regional understanding of aquifer trends and challenges. Enhances the scientific knowledge base, contributing to evidence-based decision-making for sustainable aquifer management. Educational Impact: Implementation of interdisciplinary educational modules spanning two school years. Improved academic performance, critical thinking skills, and environmental awareness among participating students. Establishes a model for holistic environmental education that can be replicated globally. Inclusive Governance and Sense of Belonging: Established an inclusive governance structure involving students, teachers, parents, and staff in decision-making. Strengthened community bonds and a sense of belonging to the aquifer preservation effort. Promotes a shared identity and responsibility for the aquifer, fostering a deeper sense of belonging within the community. Cultural Integration and Social Impact: Integration of local cultural elements into educational content. Increased cultural sensitivity and relevance, strengthening community engagement. Fosters a sense of cultural pride and identity, contributing to a more inclusive and impactful environmental initiative.
How Citizens benefit
Teachers, educators, and parents/relatives, actively engaged in the project design. Their input shaped the curriculum, and overall program structure, ensuring cultural relevance and alignment with community needs. This participatory approach enhanced project outcomes by incorporating diverse perspectives, fostering a sense of ownership, and making the initiative more culturally sensitive.
Citizens as students, teachers, parents/relatives, and schools staff joined training sessions on data collection / analysis. Their involvement empowered them with effective monitoring skills. These sessions were collaborative, allowing them to acquire hands-on skills, fostering a sense of expertise and community-driven knowledge. Citizens became ambassadors for aquifer education, expanding the project's reach and ensuring long-term sustainability. They also actively participated in monitoring activities, implementing data collection protocols. This involvement generated valuable data and instilled a sense of environmental responsibility among participants, contributing to a community-led approach to aquifer protection.
Teachers and students actively contributed to sessions for data analysis and reflection on future scenarios related to aquifer sustainability, enriching discussions on data interpretation and the formulation of future resilience strategies. The inclusion of those perspectives ensured that project outcomes align with community priorities, fostering a community-led approach to sustainable aquifer management. Students, having been involved at various stages, became advocates for aquifer protection within their communities. Their active participation empowered them with knowledge, enabling them to influence local behaviours towards sustainable aquifer management. The project's impact extended beyond its duration, creating a lasting environmental awareness and stewardship, also providing an improvement in the management and quality of groundwater for all community.
Citizens as students, teachers, parents/relatives, and schools staff joined training sessions on data collection / analysis. Their involvement empowered them with effective monitoring skills. These sessions were collaborative, allowing them to acquire hands-on skills, fostering a sense of expertise and community-driven knowledge. Citizens became ambassadors for aquifer education, expanding the project's reach and ensuring long-term sustainability. They also actively participated in monitoring activities, implementing data collection protocols. This involvement generated valuable data and instilled a sense of environmental responsibility among participants, contributing to a community-led approach to aquifer protection.
Teachers and students actively contributed to sessions for data analysis and reflection on future scenarios related to aquifer sustainability, enriching discussions on data interpretation and the formulation of future resilience strategies. The inclusion of those perspectives ensured that project outcomes align with community priorities, fostering a community-led approach to sustainable aquifer management. Students, having been involved at various stages, became advocates for aquifer protection within their communities. Their active participation empowered them with knowledge, enabling them to influence local behaviours towards sustainable aquifer management. The project's impact extended beyond its duration, creating a lasting environmental awareness and stewardship, also providing an improvement in the management and quality of groundwater for all community.
Physical or other transformations
It refers to other types of transformations (soft investment)
Innovative character
Key innovative aspects include:
Citizen Science Integration, actively involving citizens, including students and other community members, in data collection and analysis. Goes beyond traditional monitoring methods, democratizing environmental science and fostering community ownership.
Incorporates a holistic interdisciplinary educational approach, merging environmental science, education, and community engagement. Deviates from siloed approaches by creating a synergistic learning experience that integrates various knowledge fields.
Extends the project over two school years, emphasizing sustained collaboration between schools, universities, and local communities, fostering lasting relationships and a continuous commitment to aquifer protection.
Empowers the entire school community, including students, teachers, parents, and staff, in decision-making and project governance. Differs from top-down approaches, promoting inclusivity and shared responsibility for aquifer preservation.
Utilizes technology for data collection and analysis, enhancing efficiency and accessibility.
Embeds cultural relevance into the project's design, ensuring that educational content and activities resonate with the local communities. Differs from generic approaches, recognizing the importance of culture in shaping environmental attitudes and behaviors.
Addresses climate change impacts on aquifers and incorporates adaptation strategies into the educational curriculum. Goes beyond basic awareness, actively preparing new generations for future challenges through forward-looking perspectives.
Collaborates with European networks and funding agencies, aligning with broader European goals for sustainable groundwater management.
The innovative character of 'Discovering the Aquifer' lies in its multifaceted approach. This combination positions the project as a pioneering and forward-thinking model in the field of aquifer management and environmental education.
Citizen Science Integration, actively involving citizens, including students and other community members, in data collection and analysis. Goes beyond traditional monitoring methods, democratizing environmental science and fostering community ownership.
Incorporates a holistic interdisciplinary educational approach, merging environmental science, education, and community engagement. Deviates from siloed approaches by creating a synergistic learning experience that integrates various knowledge fields.
Extends the project over two school years, emphasizing sustained collaboration between schools, universities, and local communities, fostering lasting relationships and a continuous commitment to aquifer protection.
Empowers the entire school community, including students, teachers, parents, and staff, in decision-making and project governance. Differs from top-down approaches, promoting inclusivity and shared responsibility for aquifer preservation.
Utilizes technology for data collection and analysis, enhancing efficiency and accessibility.
Embeds cultural relevance into the project's design, ensuring that educational content and activities resonate with the local communities. Differs from generic approaches, recognizing the importance of culture in shaping environmental attitudes and behaviors.
Addresses climate change impacts on aquifers and incorporates adaptation strategies into the educational curriculum. Goes beyond basic awareness, actively preparing new generations for future challenges through forward-looking perspectives.
Collaborates with European networks and funding agencies, aligning with broader European goals for sustainable groundwater management.
The innovative character of 'Discovering the Aquifer' lies in its multifaceted approach. This combination positions the project as a pioneering and forward-thinking model in the field of aquifer management and environmental education.
Disciplines/knowledge reflected
The design and implementation of the 'Discovering the Aquifer' project incorporated diverse disciplines and knowledge fields to create a holistic and comprehensive initiative:
Environmental Science and Hydrogeology: researchers provided expertise on aquifer dynamics, groundwater quality, environmental impact, design and implementing information systems for data collection and analysis. Create user-friendly tools for monitoring. Streamlined data collection, making it more accessible and manageable for participants. Collaborated with educators to designing the curriculum and protocols. Provide all the training and capacity building sessions, including for teachers and school’s staff. Ensured scientifically accurate information, guiding the project's educational and monitoring components.
Sociology and Community Engagement: researchers were focused on understanding community needs, behaviours, and participation. Collaborated with educators and Environmental Science and Hydrogeology researchers in community workshops and engagement activities. Ensured that the project design was culturally sensitive, fostering community participation and ownership.
Education and Pedagogy: teachers contributed insights into curriculum development. Worked closely with environmental scientists to design interdisciplinary educational modules. Enhanced the project's educational impact, making the content accessible and engaging for students and the broader community.
Policy and Governance: representatives contributed insights into regional and national policies related to aquifer management. Ensured the project's integration with broader policy frameworks for sustainable groundwater management.
Communication and Outreach: Focused on developing communication strategies and outreach campaigns. Collaborated with educators, scientists, and community representatives in disseminating project information. Increased public awareness, encouraging participation and support for aquifer protection.
Environmental Science and Hydrogeology: researchers provided expertise on aquifer dynamics, groundwater quality, environmental impact, design and implementing information systems for data collection and analysis. Create user-friendly tools for monitoring. Streamlined data collection, making it more accessible and manageable for participants. Collaborated with educators to designing the curriculum and protocols. Provide all the training and capacity building sessions, including for teachers and school’s staff. Ensured scientifically accurate information, guiding the project's educational and monitoring components.
Sociology and Community Engagement: researchers were focused on understanding community needs, behaviours, and participation. Collaborated with educators and Environmental Science and Hydrogeology researchers in community workshops and engagement activities. Ensured that the project design was culturally sensitive, fostering community participation and ownership.
Education and Pedagogy: teachers contributed insights into curriculum development. Worked closely with environmental scientists to design interdisciplinary educational modules. Enhanced the project's educational impact, making the content accessible and engaging for students and the broader community.
Policy and Governance: representatives contributed insights into regional and national policies related to aquifer management. Ensured the project's integration with broader policy frameworks for sustainable groundwater management.
Communication and Outreach: Focused on developing communication strategies and outreach campaigns. Collaborated with educators, scientists, and community representatives in disseminating project information. Increased public awareness, encouraging participation and support for aquifer protection.
Methodology used
The execution of the program is divided in 2 stages, implementation, and students’ activities. During “Implementation Stage” several meetings were held between the research team and the teachers from the schools that willing to participate in the program. All the actions to be developed with the students were approved by the schools committee, and students must present guardians authorization to participate in the program. The methodology followed during this stage was: i) meet with teachers from schools participating in the project for a detailed presentation; ii) co-creation of the curriculum; iii) project presentation to schools community (all teachers, students relatives or guardians and schools staff; iv) elaboration and signature of protocols; v) the appointed teachers by each school identifies boreholes/wells owners under the school community and network that willing to participate.
The methodology followed during stage two was: i) a Prior Knowledge Check is made by the students about aquifers and groundwater; ii) information session (project presentation, aquifer systems brief description, analysis kit demonstration and deliver, data collection training) at each school under the project; iii) capacity and training session at University of Algarve (demonstration of aquifer systems functioning using a physical model, groundwater collection and monitoring in the field, groundwater analysis); iv) monthly groundwater monitoring and analysis at schools (groundwater is collected and taken to the school by the volunteers and analysed by the students using the kits, data insert in an online form with 2-years duration); v) sessions for data analysis and future scenarios reflection; vi) Later Knowledge Check made by the students.
The methodology followed during stage two was: i) a Prior Knowledge Check is made by the students about aquifers and groundwater; ii) information session (project presentation, aquifer systems brief description, analysis kit demonstration and deliver, data collection training) at each school under the project; iii) capacity and training session at University of Algarve (demonstration of aquifer systems functioning using a physical model, groundwater collection and monitoring in the field, groundwater analysis); iv) monthly groundwater monitoring and analysis at schools (groundwater is collected and taken to the school by the volunteers and analysed by the students using the kits, data insert in an online form with 2-years duration); v) sessions for data analysis and future scenarios reflection; vi) Later Knowledge Check made by the students.
How stakeholders are engaged
Different stakeholders at various levels—local, regional, national, and European—were integral to the design and implementation of the 'Discovering the Aquifer' project. Their roles and levels of involvement were diverse, contributing to the project's added value. Students, teachers and other community members (local stakeholders) actively participated in community workshops, focus groups, and training sessions, with a high level of involvement. They provide insights into community needs, cultural context, and actively engaged in on-the-ground activities, ensuring ownership, and direct applicability of the project within the local community. Regional authorities supported in the regional-level activities, ensuring the project alignment with existing initiatives and policies for sustainable resource management. eGROUNDWATER international network provided technical support and expertise, research collaboration and data validation. With a high level of involvement contribute to strengthened the project's scientific foundation. European funding agencies and programs (PRIMA and Horizon) provided financial support and ensured the project's feasibility, scale, and alignment with broader European goals for sustainable groundwater management. Environmental NGOs and civil society organizations, have advocated for our project awareness, amplifying the project's impact by inviting us to present the projects in several meetings, conferences and congresses.
The added value of engaging stakeholders at different levels lies in the comprehensive and contextually relevant nature of the project. Involving local stakeholders ensures cultural resonance and direct applicability, while engagement at regional, national, and European levels provides scalability, alignment with broader policies, and access to resources and expertise.
The added value of engaging stakeholders at different levels lies in the comprehensive and contextually relevant nature of the project. Involving local stakeholders ensures cultural resonance and direct applicability, while engagement at regional, national, and European levels provides scalability, alignment with broader policies, and access to resources and expertise.
Global challenges
Water Scarcity and Quality: Engages local communities in monitoring and protecting local aquifers. Empowers communities globally to address water scarcity and contamination by fostering awareness and sustainable water management practices. Climate Change Resilience: Integrates climate change local adaptation strategies into aquifer management education. Provides a model for communities worldwide to prepare for and mitigate climate-related challenges in water resources. Community Empowerment: Involves citizens in local decision-making, promoting local ownership. Empowers communities globally to take an active role in environmental stewardship, fostering a sense of responsibility for sustainable resource management. Education for Sustainable Development: Implements an interdisciplinary local educational approach. Offers a scalable model for embedding sustainability education globally, addressing the need for holistic environmental understanding. Citizen Science for Environmental Monitoring: Utilizes citizen science for local data collection and analysis. Propagates a participatory model for monitoring environmental health, enabling communities worldwide to contribute to data-driven solutions. Cultural Sensitivity in Environmental Initiatives: Embeds cultural relevance in aquifer education. Advocates for culturally sensitive approaches in environmental projects globally, acknowledging the influence of local cultures on conservation efforts. Inclusive Governance and Decision-Making: Employs an inclusive local governance structure involving the entire school community. Sets a precedent for inclusive decision-making models in environmental projects globally, ensuring diverse stakeholder participation.
Learning transferred to other parties
The elements of the 'Discovering the Aquifer' project are highly replicable and transferable to diverse contexts, benefiting other places and groups of beneficiaries. Citizen Science Framework: The citizen science model for data collection and analysis is adaptable to different regions. Communities globally can adopt this participatory approach, empowering citizens and enhancing data collection for diverse environmental projects. Interdisciplinary Educational Module: The interdisciplinary learning model, blending environmental science and education, is transferable to various educational settings. Schools and universities worldwide can integrate similar modules to create holistic environmental education programs. Long-Term Collaborative Engagement: Engagement strategy can be replicated in other regions, promoting sustained collaboration and community involvement. Communities facing environmental challenges can adopt this prolonged approach for lasting impact and relationship-building. Inclusive Governance Structure: The governance structure involving students, teachers, parents, and staff is applicable to different organisations and projects. Other initiatives can adopt similar structures to ensure diverse stakeholder participation and shared responsibility. Monitoring Tools: The use of simple and low-cost kits for data collection and analysis can be replicated in most areas. Other projects can adopt similar tools to enhance efficiency and accessibility in environmental monitoring. Climate Change Adaptation Strategies:Addressing climate change impacts and integrating adaptation strategies is relevant for regions facing environmental challenges. Communities worldwide can adopt a forward-looking approach, preparing for climate-related changes in aquifer and water resource management.
By tailoring all these elements to local contexts, diverse regions and groups can benefit from a holistic and community-driven approach to environmental education and aquifer management.
By tailoring all these elements to local contexts, diverse regions and groups can benefit from a holistic and community-driven approach to environmental education and aquifer management.
Keywords
water security
citizen science
capacitation / education
sustainable practices
climate resilience
