Incorporating the social dimension into hydrogeochemical investigations for rural development: the Bir Al-Nas approach for socio-hydrogeology

A replicable multidisciplinary approach is presented for science-based groundwater management practices: Bir Al-Nas (Bottom-up IntegRated Approach for sustainabLe grouNdwater mAnagement in rural areaS). This approach provides a practical example of the concept of “socio-hydrogeology”, a way of incorporating the social dimension into hydrogeological investigations, as reinforced by the translation of the Arabic bir al-nas: “the people’s well”. To achieve this, hydrogeologists act as “social hydrologists” during their monitoring activities, which often bring them into contact with local communities and end users (and polluters) of water. Not only can they retrieve reliable information about traditional know-how and local issues, but they can also change the public perception of science/scientists to create the basis for mutual collaboration and understanding in view of implementing improved integrated groundwater management. The final outcomes are expected to be an increased awareness of communities at the local level and a clear understanding of their water issues and needs from the very early stages of the investigation. Although the importance of using such methods in groundwater analysis and management is widely recognized, hydrogeological investigations are currently dominated by sectorial approaches that are easier to implement but less sustainable. The pressure of population growth, the shift towards more water-dependent economies, climate change and its impact on water availability will require scientists to use a more integrated approach, such as Bir Al-Nas, when dealing with increasing water pollution and water-scarcity issues.A replicable multidisciplinary approach is presented for science-based groundwater management practices: Bir Al-Nas (Bottom-up IntegRated Approach for sustainabLe grouNdwater mAnagement in rural areaS). This approach provides a practical example of the concept of "socio-hydrogeology", a way of incorporating the social dimension into hydrogeological investigations, as reinforced by the translation of the Arabic bir al-nas: "the people's well". To achieve this, hydrogeologists act as "social hydrologists" during their monitoring activities, which often bring them into contact with local communities and end users (and polluters) of water. Not only can they retrieve reliable information about traditional know-how and local issues, but they can also change the public perception of science/scientists to create the basis for mutual collaboration and understanding in view of implementing improved integrated groundwater management. The final outcomes are expected to be an increased awareness of communities at the local level and a clear understanding of their water issues and needs from the very early stages of the investigation. Although the importance of using such methods in groundwater analysis and management is widely recognized, hydrogeological investigations are currently dominated by sectorial approaches that are easier to implement but less sustainable. The pressure of population growth, the shift towards more water-dependent economies, climate change and its impact on water availability will require scientists to use a more integrated approach, such as Bir Al-Nas, when dealing with increasing water pollution and water-scarcity issues

Enculturing sustainable development concept through chemistry curriculum for education for sustainable development

The enculturation of sustainable development concept through education system, especially via STEM subjects, is vital in developing citizens who are able to adopt sustainability as a life principle. Although STEM agenda has been emphasized in the national education blueprint, attention is needed on the role of STEM education especially chemistry subject toward education for sustainable development. In this chapter, a framework that encompassing six main areas, namely education policy, awareness, resources, curriculum orientation, pedagogical approach and stakeholder’s engagement is proposed in guiding the enculturation of sustainable development concept through chemistry curriculum. The government and institutional policies play an important role to create awareness in understanding the concept and relevance of the sustainable development concept in chemistry subject. Training, finance and time have been identified as resources that need to be considered while integrating sustainable development concept in syllabus and contextualizing chemistry content that should be considered in the curriculum. In addition, the learning outcomes need to be revised based on the pedagogical types, learning approaches and pedagogical techniques used. Lastly, the framework will be instrumental for administrators and teachers to develop a sustainable chemistry teaching toward achieving education for sustainable development with the participation of stakeholders, including government, experts in the field of ESD, administrators and chemistry teachers, in enculturing sustainable development concepts through chemistry subject