Hydrology is largely dominated by approaches that rely heavily on the use of observations of the dynamic input-output behavior of river basins, catchments, hillslopes etc. Our hydrology textbooks generally do not contain in-depth treatments of how to predict the hydrologic response after changes in climate, degree in urbanization or land cover have occurred. Despite the fact that such predictions will be fundamental for future research and practical hydrological applications. Approaches that could address this issue of predictions under change are often either based on a weak physical basis (e.g. curve number method), or they are exceedingly complex (e.g. physically-based models) and thus largely limited to research studies. In this session we hope to address the following questions:  How do undergraduate and graduate hydrology education have to change to educate students to work in a nonstationary world?  How can we provide continuing education so that practicing hydrologists can continue to learn about the evolving methods in hydrology?  How do we support the education of hydrologists in less developed countries, which are most vulnerable to environmental change, but who have the least resources for training and capacity building?