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Water, as the source of life, is a key element of environmental education. Geography education is strongly linked to the three pillars of sustainable development (SD). Firstly, this paper used the water-related standards of China's national geography curriculum (GCSs) as the object of textual analysis. Two coders categorized the water-related GCSs, coding them with two distinct dimensions: geography core competencies and the SD literacy framework. Then, the coding results were analyzed by word frequency analysis to compare them with U.S. high school GCSs. Finally, the distribution of core competencies and the degree of SD literacy in China's water-related GCSs were summarized and described. Finally, this study showed that China's sustainable water education content is rich in content, yet fragmented. China's water-related GCSs focus on the three dimensions of ESD, with an emphasis on the environmental dimension. GCSs in both countries emphasize human–Earth relations effectively. [ABSTRACT FROM AUTHOR]

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AbstractThis study explores systemic approaches in water education, focusing on the Domestic Water Cycle (DWC) as a complex educational topic. Water education aims to cultivate responsibility for water resources, engage individuals in water-related issues, and promote sustainable behaviours. Understanding water’s complexity is paramount, and systemic approaches offer a promising way to enhance this understanding. This research develops a comprehensive systemic tool for curriculum designers, educators and teachers to implement water education projects effectively. It also analyses the representation of DWC in official documents related to compulsory education in France, focusing on cycles 1–4. Using qualitative content analysis, the study examines these documents in depth. A four-step methodology was developed to create a systemic diagram of the DWC, incorporating various approaches as guiding principles. This diagram was then used to analyze educational programs. Findings reveal progressive development in DWC treatment across educational levels. Cycles 1 and 2 include some DWC elements, but the overall flow is not identified. In Cycle 3, several elements and relationships are not explicitly included. However, Cycle 4 exhibits a stronger systemic approach, addressing DWC complexity. This study demonstrates that integrating a systemic approach and utilizing a systemic tool can provide valuable support in teaching complexity effectively. Furthermore, it suggests this approach can help students develop essential skills such as problem-solving, understanding interrelationships, and making informed decisions across various domains, including environmental studies. [ABSTRACT FROM AUTHOR]

Although access to clean and safe water is a fundamental human right, millions of people around the world lack this essential resource. Through their CSR initiatives, companies are promoting responsible and sustainable practices to ensure the appropriate use and management of water resources. Using a systematic review and PRISMA framework, this study examined the impact of CSR initiatives on sustainable water supply. A total of 108 articles were identified, and 33 were subjected to further reviews and analysis. This study found that CSR initiatives contribute to sustainable water supply through water conservation, water stewardship, responsible supply chains, and various educational and training initiatives. This study found that CSR initiatives have been effective in transforming behaviors and converting millions of people around the world into water activists. Corporations are also leveraging new technologies to enhance efficiency in their operations and minimize excessive water waste. This study also found that corporations must build responsible business practices through ethical, economic, and environmental responsibility. Although CSR initiatives can be too costly for many organizations, businesses can reduce costs through strategic partnerships and leveraging technological innovations to promote water conservation and hygiene. [ABSTRACT FROM AUTHOR]

The study aims to explain the concept of water education, its origin, importance, goals and characteristics from the perspective of Islamic education. The study followed the deductive approach and the descriptive analytical approach by tracking what was written on the subject, ancient and modern, and deducing the concepts related to aquatic education from the perspective of Islamic education, taking into account the scientific method followed in writing research, attributing Qur’anic verses, graduating and judging the Prophetic hadiths, and documenting jurisprudential opinions from their original sources. . The study concluded that it is necessary to look at water education in light of the comprehensive concept of Islamic education (faith, moral, mental, psychological, and social), and to adopt appropriate Islamic values, methods, and means to preserve the blessing of water and rationalize its use. The study also concluded the importance of water education as a concept that contributes to water conservation and solving issues and problems by controlling Muslim behavior through jurisprudential legislation. The objectives of water education are summarized in developing the cognitive side of young people and making them aware of information, facts, concepts and systems related to water resources, and developing the skill side of young people through developing water knowledge, concepts and environmental work skills in them to deal wisely with water resources and rationalizing the consumption of water resources, as well as developing their inclinations and interests towards water. And instilling values that consolidate their preservation of the blessing of water and their rejection of wasteful behavior. The study also concluded that the characteristics of aquatic education from the perspective of Islamic education: divine source and goal, dual control, balance between materialism and spirituality, realism and universality, comprehensiveness and permanence, and combating behavior harmful to the environment. The study indicated several recommendations, the most prominent of which are: conducting scientific research to give tangible results on following the Sharia teachings and methods of the Prophet’s Sunnah in achieving methods of preserving water sources by following the preventive and procedural approach, and working to include in Islamic education curricula specific topics related to water education and methods of preserving its sources. [ABSTRACT FROM AUTHOR]

Adolescents’ (i.e., high school students) opinions and preferences are important and less likely to be influenced by political and social norms, especially considering natural resource and climate related issues. Therefore, this study sought to identify and understand the perceptions of secondary students related to water issues and conservation practices utilizing a non-experimental survey research design. The majority (53.8%) of Oklahoma secondary students participating in this study believed water was of concern in the state. The primary water issues affecting Oklahoma according to secondary students (n = 93) were clean drinking water, water for agriculture, water for aquatic habitats, wastewater treatment improvement, and water quality monitoring to detect pollution improvement. Students’ perceptions of water quantity and quality varied across groups based on their primary source of drinking water (i.e., Private Supply, Bottled Water, Municipal Public Supply, or Rural Public Supply). It is imperative for water-related curriculum to be developed for delivery in secondary classrooms across the state. Future research should consider the perceptions of students nationwide related to water and natural resource conservation.

Education is the main tool society has for transforming cultural habits and making them more sustainable. This work entails a comparative study in the sphere of initial teacher training regarding the knowledge of future educators on the New Water Culture (NWC). An ad-hoc questionnaire was administered to a sample of 1387 future primary and secondary school teachers studying in Granada (N = 942) and Melilla (N = 455), both Spanish cities with diverse education and water conditions. The results indicate that the trainee teachers in Granada display knowledge more in line with the NWC. However, there are contents where the results are inverted due to the media impact regarding water in Melilla. Furthermore, it is confirmed that both groups lack correct training that allows them to transfer appropriate knowledge effectively and thus create new behaviours in future generations in a visible and permanent way. [ABSTRACT FROM AUTHOR]

It is crucial to support students in better understanding water and sustainability issues because water plays a vital role in maintaining global ecosystems, including human life. A wide range of curricular and instructional supports like those embodied in model-based learning (MBL) are necessary for teachers to engage students in the core epistemic commitments of the Next-Generation Science Standards (NGSS). The main purpose of this study is to inform theory about students' early attempts to engage in the complex kinds of sensemaking experiences inherent in the Framework for K-12 Science Education and the NGSS. Data for this study was collected from 74 10th grade students in a high school in the Northwest region of the New England state. An explanatory sequential mixed-method research design was used to examine students' learning outcomes, and to better understand these outcomes in connection to their experiences engaging in modeling in the MBL curriculum unit. The results indicated that students' model scores, the number of concepts in models, and the coherence and sophistication of models improved between their initial and final models. Additionally, the following patterns emerged related to ways in which students engaged in the practice of modeling: (1) students attempted to directly represent what they observed, (2) they struggled to pictorially express complex patterns or mechanisms, and (3) students experienced difficulties representing models from a diverse range of perspectives. The patterns identified across student models, as well as their reports of experiences related to the MBL unit implementation, provided insight into student experiences with models, while also providing meaningful implications for the refinement of the MBL curriculum unit investigated in this research specifically, while informing approaches MBL curricular units aimed at supporting NGSS implementation efforts more generally. [ABSTRACT FROM AUTHOR]

Life below water, as well as at waters, is threatened due to human activity that has caused global warming. As UNESCO stresses, "the time to learn and act for our planet is now". This article reports on a literature review of existing action research on water education, ocean literacy and arts integration carried out by an emerging interdisciplinary research group stretching across the fields of marine science, arts and science education. Joined by a concern for water education and ocean literacy, the interdisciplinary teams screened 368 research articles with the assistance of the program Covidence which helps with streamlining the literature review processes in a team. Ending up with 14 relevant articles that were analysed in-depth, the authors argue that arts-integrated water education projects take place locally across higher education, formal education and informal education in collaborative teams. The action research projects screened promote and develop open-ended, inquiry-based and creative pedagogies, seeking to foster the capacity to act for sustainable living in a more-than-human world. However, all research projects screened in the review seemed to develop water education more generally. There is a lack of literature researching how the connection to ocean literacy including life below water specifically, can be nurtured. [ABSTRACT FROM AUTHOR]

The research aimed to show water education in the Islamic curriculum, in terms of concept, importance, foundations, goals, and the good effects of its application in addressing the water problem. This education seeks to improve the relationship of community members with water resources and prepare the person in all stages of his development by developing his cognitive, emotional, and skill aspects; To help benefit from it and develop its resources" and to improve his behavior towards water in accordance with the legal foundations and the Islamic conception, education in the general abstract concept: "Attaining a thing to its perfection step by step." Based on the previous principle, the human being is between three components of mandate towards water, which are obligation, responsibility and penalty. The researcher recommended the descriptive analytical approach, and concluded that the effects of this education are good in dealing with the water problem, which confirms its importance and the urgent need for its application. [ABSTRACT FROM AUTHOR]

Water education relevance and courses have grown over the last couple of decades, and incorporated more interdisciplinary and integrated contents. This is due to the increasing relevance of water management issues, particularly in regions with extreme water scarcity such as the Middle East. The concept of Integrated Water Resources Management (IWRM) represents a global consensus on the right way to address water challenges. It has been translated into graduate programs that follow the archetypes of integration (e.g. with energy and land sectors), interdisciplinarity, collaboration and diversity. IWRM programs should also incorporate context specificity, impact orientation and problem-solving using practical and scientific competences. This paper evaluates the implementation challenges of the IWRM agenda in a unique intercultural master program. While such programs are highly relevant for the MENA region, educating change agents in a normative sustainability agenda is challenging. The water sectors in the region are still driven by jobs in the international cooperation field and a lack of appreciation of modern sustainability concepts. The water professions are also dominated by the old paradigms of the engineering based promotion of water resources.

To increase the United Nation’s chance of achieving its Sustainable Development Goal of providing clean water and sanitation especially in the developing world, a new approach that combines sustainable water resources management with mass reorientation of rural populations must become a priority. This is important considering the increasing global water stress faced by humans and the occasional knowledge gap in demand management and conservation between developed and developing regions where the majority live in rural areas. Contemporary endeavours often focus on providing technology and introducing practices that improve or preserve water quality and quantity. But some of these efforts suffer either from a failure to correctly interface with existing local practices or an inability to adequately address the local knowledge gap. This study addressed this problem by combining locationspecific public enlightenment with access to source protection, storage, and treatment technologies. The study area consists of rural settlements in the central region of Nigeria. Datasets used include population statistics, source types (surface water, groundwater, tap water, etc.), demand and availability, water stress levels, quality and quantity enhancement technology, and access to water education (radio, local health official, etc.). Results showed that communities that received properly instituted water quality/quantity enhancement technologies with little to no orientation (or vice versa) experienced inconsistent improvements in water sufficiency across the tested populations and some stagnation afterwards. But in communities that benefitted from continuous sustainability orientation as well as a careful interfacing of water quality/quantity enhancement and protection technologies, dramatic improvements in water sufficiency resulted. In addition to socioeconomic and environmental benefits, insights gained from this study have potential applications in planning/policy-making by stakeholders in similar developing regions in Central America and Southeast Asia. [ABSTRACT FROM AUTHOR]

Copyright of Educación y Ciudad is the property of Instituto para la Investigacion Educativa y Desarrollo Pedagogico and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: Due to the increasing population and environmental issues such as global warming, water is threatened. In the sustainable use of water, it is very important for individuals to be water literate. In this study, it is aimed to evaluate ProjectWET activities in terms of different variables, which can be used as a resource in training of water literate individuals. Methods: This study is carried out according to the document analysis, one of the qualitative research. In this study, 64 activities in ProjectWET Curriculum and Activity Guide 2.0 book, which is prepared by ProjectWET Foundation and contains activities that can contribute to the development of knowledge, attitude and behaviors of students inside and outside of the classroom, were examined. Results: Results obtained from the study are presented under two sections. While all activities are evaluated in the first part, seven activities offered to use and have been practised by Turkey Host Instituton for three years are evaluated as the second part. There are 64 activities and 19 different subject matter. Each subject matter contains activities at least one and upmost 15. Activities can be used within 12 different courses content and Environmental Science (n= 36) is the most inclusive one. In addition, all activities were examined according to grade levels, teaching methods, life skills and the sub-dimensions of literacy. The seven activities that were practised have 14 different subject matter and appropriate for 10 different course contents. It has been also found that those activities can be applied at all grade levels with minor changes, be taught with 17 different teaching methods, cover five life skills and include all sub-dimensions of literacy. Conclusion: Lack of the necessary resources or materials for teachers' usage in the development of water literacy, the ProjectWET activities can be useful in the way of different subject matter, course contents and level of class. They can be taught using by different teaching methods and used at all class levels. They contains all life skills and the literacy sub-dimensions. They are appropriate both inside and outside the classroom with an interdisciplinary approach. For this reason, it is necessary to bring the activities to more teachers and educators with several trainings and it is possible to contribute to the development of water literacy in individuals with the applications to be carried out. [ABSTRACT FROM AUTHOR]

At present, there are alarming reports raising serious concerns about water availability in many countries including Morocco. In this context of water scarcity and increasing water demand, education may play a crucial role in transforming values and habits that promote a sustainable management of the resource. Therefore water education topics should be incorporated in school curricula. The first objective of the present study was to explore the status of water education in Moroccan curricula designed for Primary and Lower Secondary School levels. The second objective consisted in assessing students' knowledge, attitudes and behaviour regarding water-related issues. The study results showed that water-related topics are incorporated in the curricula with multi and interdisciplinary approaches and the most involved are Sciences and Geography; however there is a lack of field and extracurricular activities. While students' attitudes towards water were positive, their daily water use habits did not match attitudes. To make curricula more effective in changing students' attitudes and behaviour regarding water use and conservation, water-topics should be taught in accessible ways using values-driven education and innovative methods, field trips and school life activities. [ABSTRACT FROM AUTHOR]

Water and wastewater industry leaders in Texas and throughout the United States have expressed concern over high rates of retirement eligibility and difficulties finding and attracting workers ready to fill job openings, especially for work in smaller systems. In late January 2018, the U.S. Government Accountability Office released a report on water workforce readiness and a bill was introduced in the U.S. Senate to establish a water infrastructure workforce development program. Concern over existing education of workers in water and demographic information projecting future workforce readiness are commonly cited as signaling a coming crisis for the water industry. An alignment of post-secondary training and industry needs is recommended to meet coming workforce employment requirements for Texas and the nation. A model post-secondary education pathway for water science and technology is described to support water workforce readiness. Citation: Rosen RA, Cifuentes LA, Fischer J, Marquise H, Tracy JC. 2018. Water security for Texas: a post-secondary education pathway for water workforce readiness. Texas Water Journal. 9(1):120-128. Available from: https://doi.org/10.21423/twj.v9i1.7078.

Three forums were held between February 2015 and November 2016, bringing together Texas water experts from business, industry, government, academia, research, and the investment community in impartially facilitated sessions to determine ways to secure Texas’ water future through accelerating growth of infrastructure, technologies, research, education, and sustainable use. Consensus emerged after the first forum that Texas is approaching a water crisis reflecting matters of supply, allocation, and quality that demands immediate action to ensure water security and equitable access to this vital resource. Participant focus rested on new technology acceleration and investment, workforce education, research underway and desired by segments of the water sector, the water-energy-food nexus, outreach and public education, data management and access, water valuation, water security, and legal and regulatory frameworks. Participants also examined funding and partnership options for development of water treatment and supply infrastructure, water rights and allocation methods, aging infrastructure, and conservation, as well as the nearly ubiquitous fragmenting and compartmentalizing of just about everything having to do with water throughout the entire water sector. The forums generated and summarized a wealth of information that can be used by any party to make progress toward the goal of building a Texas water roadmap. This report summarizes the discussions and the path forward for securing Texas’ water resources. Citation: Rosen RA, Mohtar R, Cifuentes LA, Frayser S, Hustvedt G, Patrick W, Ragland C, Roberts SV, Vanegas J, Wall C, Wall J. 2017. The route to water security for Texas: the 2015–2016 Texas water roadmap forums. Texas Water Journal. 8(1):116-123. Available from: https://doi.org/10.21423/twj.v8i1.7055.

Three forums were held between February 2015 and November 2016, bringing together Texas water experts from business, industry, government, academia, research, and the investment community in impartially facilitated sessions to determine ways to secure Texas' water future through accelerating growth of infrastructure, technologies, research, education, and sustainable use. Consensus emerged after the first forum that Texas is approaching a water crisis reflecting matters of supply, allocation, and quality that demands immediate action to ensure water security and equitable access to this vital resource. Participant focus rested on new technology acceleration and investment, workforce education, research underway and desired by segments of the water sector, the water-energy-food nexus, outreach and public education, data management and access, water valuation, water security, and legal and regulatory frameworks. Participants also examined funding and partnership options for development of water treatment and supply infrastructure, water rights and allocation methods, aging infrastructure, and conservation, as well as the nearly ubiquitous fragmenting and compartmentalizing of just about everything having to do with water throughout the entire water sector. The forums generated and summarized a wealth of information that can be used by any party to make progress toward the goal of building a Texas water roadmap. This report summarizes the discussions and the path forward for securing Texas' water resources. [ABSTRACT FROM AUTHOR]

The existence of freshwater is fundamental to all life on the planet. Water and society constantly shape and reshape each other. Historically and contemporarily, freshwater exists in dialectical relationship with societies. Despite this, most people seem to have an inadequate understanding of water. To explore this problem, this paper investigates how the concept of ‘water’ is constructed through the discursive practice of formal education in Queensland, Australia and Saskatchewan, Canada. A review of formal education curricula was chosen because schooling integrates students into a knowledge community focused on defined social and cultural knowledge. In other words, formal education shapes how individuals, communities and societies make sense of water. This analysis shows that water is constructed as a predominantly nature-based phenomenon and offered decontextualized. Understandings of extreme water events are virtually non-existent. This paper concludes with recommendations for future curriculum development, specifically ensuring that what is taught and how it is taught directly relates to the lives of the students and their community. [ABSTRACT FROM AUTHOR]

The One World One Water Center for Urban Water Education and Stewardship (O'WOW Center) at Metropolitan State University of Denver is an innovative program designed to educate students and others about the important role of water in Colorado's economy and environment. The Center was created in 2011 with a $1 million donation to develop 'urban water stewards' from diverse backgrounds and a wide range of disciplines. Students who study hydrology, history, politics, biology, water law, psychology, theater, art, geography, environmental science, chemistry, conflict resolution and negotiation, and other disciplines will be guided toward internships, careers, and volunteer opportunities to help shape new solutions for local and statewide water issues. To date, approximately 6,000 people have been directly reached by the O'WOW Center during the first four years of operation with potentially thousands of others reached indirectly. Outreach activities have included water festivals, water summits, author talks, seminars, media events and field trips. This paper illustrates the need for the O'WOW Center and presents information regarding MSU Denver, the Pilot Project and how the Center was created. The new Water Studies minor and Water Studies Certificate, fundraising and other current projects of O'WOW are described. Finally, the paper explores successes and challenges experienced by the faculty and staff of the O'WOW Center. [ABSTRACT FROM AUTHOR]

Daily news relentlessly confirms that we have not been able to find a balance between the environment, the economy, society and culture. The trend of worldwide development is increasingly far from sustainability and it seems that we cannot perceive evident and subtle interconnections required to understand the whole picture. Thus, issues such as the loss of biological diversity, weakening of cultural diversity and poverty, have usually been dealt with separately. Nevertheless, they are in fact closely connected and relevant to sustainable development. A holistic and more comprehensive approach for action at all levels is required to attain sustainability, as pointed out by the United Nations Decade of Education for Sustainable Development (2005-2014). Water can be seen as one common thread to link those issues. On the other hand, Education must be at the core of sustainable development for either to be successful. Water education is therefore a core element to achieve sustainability. Watersheds are a natural starting point for a holistic, comprehensive approach, as they can be described as a physical-biological unit, as well as a socio-economic-political unit, which can be used for planning and management of natural resources. A watershed perspective facilitates education to be locally relevant and culturally appropriate. Herein we will discuss some examples of watershed-based education in Latin America, addressed to provide a better understanding of local environmental, social, cultural and economic topics and issues from early childhood. [ABSTRACT FROM AUTHOR]

The article presents a study which aimed to help adults to be education on environmental responsibility by bringing solutions to problems with water awareness. It notes that the study uses 22 adults who are working at government offices in Izmir, Turkey. It concludes that activities on water knowledge, water pollution and water preservation must be organized to raise environmental awareness.

Environmental problems grow gradually and their effects are felt in various ways such as shortage of potable water. Among the various solutions offered to solve these problems, there is one standing which has the potential of encapsulating all the solutions in, that is 'water education'. Therefore, the aim of this study is to present the results of a project conducted through a Water School Workshop Study related to students. The 30 students from 6th, 7th and 8th grade levels who were given water education for 25 lecture hours in totally 5 days by using originally developed instructional materials participated in the study. The data were gathered through qualitative and quantitative instruments before and just after the Water School. The results showed that the Water School is generally effective on the students' conception about water, attitudes toward water usage, awareness of environment and general opinions related to the water. Moreover, the students' answers for quantitative data collection tools were determined to be significantly permanent compared with the answers to the qualitative data collection tools even 3 months after the Water School. [ABSTRACT FROM AUTHOR]

The authors developed a framework of empirically grounded curricular goals for waterscience literacy and documented the challenges that students face in achieving these goals. Waterrelated environmental science literacy requires an understanding of connected natural and human-engineered systems at multiple scales ranging from atomic—molecular (changes of state and solutions) to large (watersheds, aquifers, and human water-purification and distribution systems). The authors' assessments of students from upper elementary school through high school suggest that virtually all students have some important understandings of water on which educators can build. Yet, the authors found that most students do not systematically trace water and other materials through systems and do not account for invisible aspects of water systems at the atomic—molecular and landscape scales. The results revealed a contrast between students' informal accounts of water in environmental systems and scientific accounts of these systems. The authors discuss curricular implications and the importance of helping students develop a richer understanding of water systems at multiple scales. [ABSTRACT FROM AUTHOR]

Water conservation is essential for any activity, as well as for the survival of both human and other living beings. It is commonly associated with access to clean water and sanitation, or even to unsustainable production and consumption, or sustainable cities and communities. However, there is increasing awareness of emerging issues related to water resources and their impact or relationship with other issues, such as climate change, access to food, health and well-being, or biodiversity (marine and terrestrial). Therefore, this study is aimed at understanding the perception of students of the Degrees in Early Childhood Education and Primary Education concerning water issues and their relationship Sustainable Development Goals (SDGs; number 2,3,6,11,12,13,14 and 15) in a coastal urban context. The study used a qualitative design, in which 59 student teachers were interviewed. The instrument was validated by 12 experts. The content analysis indicates that student teachers understand that there is an environmental problem in relation to water caused by human behaviour, and that its effects have an impact on other areas that are related to the SDGs included in the 2030 Agenda. [ABSTRACT FROM AUTHOR]

Water literacy, or the culmination of water-related knowledge, attitudes and behaviors, is a relatively new field of study with growing importance for sustainable water management and social water equity. However, its definition and use across existing literature are varied and often inconsistent. This paper seeks to synthesize and streamline the conception of water literacy. We conducted a systematic review of literature that defines or describes in detail either "water literacy" or "watershed literacy". From this, we suggest a new holistic framework for water literacy to guide a more inclusive, relevant use of the concept. We utilized the framework to examine existing surveys and studies of water knowledge, attitudes and behaviors in both student and adult populations, and summarized water literacy levels and knowledge gaps that exist around the world. To address knowledge gaps, we suggest using a suite of approaches drawn from the published literature, including enhanced visuals, place-based learning, interdisciplinary curricula, and reflective and iterative development of future water literacy initiatives. [ABSTRACT FROM AUTHOR]

Water literacy has become a fundamental aspect in today's society, as its conservation, preservation and management is key to ensuring human survival. The purpose of this paper was to analyze the effectiveness of flipped learning methodology on a traditional training practice in water literacy at the first level of secondary education. The flipped learning method consisted in providing the contents to the students before the class sessions, encouraging an active learning. A descriptive study was adopted with two experimental groups, two control groups and only post-test. An ad hoc questionnaire was used as an instrument to measure the parameters: Socio-educational, Motivation, Interactions, Autonomy, Collaboration; Deepening of contents; Problem solving, Class time and Ratings. The final sample was composed of 120 students, divided into four groups of 30 students each. The application of the treatment in the experimental groups lasted 10 sessions of 55 min. The results indicate that the use of time in class, the autonomy and the deepening of the contents were the aspects that improved most with the flipped learning approach. However, no significant differences in ratings were found. Finally, the main findings and their implications for water literacy are discussed. [ABSTRACT FROM AUTHOR]