IAHS-AISH Scientific Assembly 2022
© Author(s) 2022. This work is distributed under
the Creative Commons Attribution 4.0 License.

Accelerating Inclusive Learning of Hydrology Under Change and COVID Times With Actions Towards a Panta Rhei Open Science for Future Earth

Eduardo Mario Mendiondo1,2, Ana Carolina Sarmento Buarque1, Maria Clara Fava1,3, Marina Batalini de Macedo1,4, Gabriela Chiquito Gesualdo1, Denise Taffarello1, Felipe Augusto Arguello de Souza1, Marcos Roberto Benso1, Luis Miguel Castillo Rapalo1, Fabricio Richmond Navarro1, Bruno de Souza1,5, Marcos Nobrega Gomez Jr1,6, and Cesar Ambrogi do Lago1,6
Eduardo Mario Mendiondo et al.
  • 1Water-Adaptive Design & Innovation Lab, SHS-EESC, Univ of Sao Paulo, Brazil
  • 2Center for Education & Research on Disasters, University of Sao Paulo, Brazil
  • 3University of Viçosa, Campus Rio Paranaiba, Brazil
  • 4Faculty of Public Health, University of Sao Paulo, Brazil
  • 5Auburn University, United States of America
  • 6University of Texas San Antonio, United States of America

In Latin American and Caribbean (LAC) countries, Disaster Risk Reduction (DRR) options have accelerated “education for preparedness” initiatives for 100 million people living at >90,000 water-risk prone areas. Before and during COVID pandemic, innovative T-shaped (“breadth-and-depth”) labs of open science have promoted education towards the Agenda 2030. Here we depict actions delivered by the Water-Adaptive Design & Innovation lab (@TheWADILab) to provide citizen science with inclusiveness (CC+), as a learning accelerator of human-water coevolution under change (i.e. ‘Panta Rhei Open Science for Future Earth’, PROSFE). We summarize CC+PROSFE examples of practical learning with a blend of options at the DRR Center for Education and Research on Disasters (CEPED, www.ceped.eesc.usp.br) through: open access to data and tools, new mechanisms, hybrid curation platforms, competency-skill curricula, and blended education. First, examples have been applied during >1,200 hours of lectures of hydrology to >600 students, ranging from “puzzling 3D transboundary aquifer” for  undergraduate students (Fig 1) to competency learning (skills, fundamentals, attitudes) of blended education for professionals (Fig 2). Second, CC+PROSFE aims to: (1) mobilize international cooperation to improve knowledge and innovation to address water security challenges at “Panta Rhei Schools", i.e. welcoming visiting scientists to the School of Advanced Studies in Water & Society Under Change (SASW≻ http://www1.eesc.usp.br/ppgshs/internacionalizacao), (2) strengthen science-policy interface to reach water security at local-to-global levels through the new UNESCO Chair in Urban Waters and the new WMO-Americas Regional Climate Centre hosted by Prohimet (https://www.prohimet.org/), (3) pave new pathways for water security knowledge to empower and activate citizenry at the local level using the Socio-Hydrological Observatory for Water Security (SHOWS), cycles of #OneDropOfScience #OneDoseOfResilience and Academia-Community’s Waters for Our World! Project (https://prg.usp.br/academia-comunidade-wow-waters-for-our-world/), and (4) develop institutional and human capacities for water security, sustainability and inspiration through water literacy and communication in the joint initiative of UNESCO-IHP-LAC & Pechakucha (https://www.pechakucha.com/events/agua-todavia-unesco-x-pechakucha).

How to cite: Mendiondo, E. M., Sarmento Buarque, A. C., Fava, M. C., Batalini de Macedo, M., Chiquito Gesualdo, G., Taffarello, D., Arguello de Souza, F. A., Benso, M. R., Castillo Rapalo, L. M., Navarro, F. R., de Souza, B., Nobrega Gomez Jr, M., and Ambrogi do Lago, C.: Accelerating Inclusive Learning of Hydrology Under Change and COVID Times With Actions Towards a Panta Rhei Open Science for Future Earth, IAHS-AISH Scientific Assembly 2022, Montpellier, France, 29 May–3 Jun 2022, IAHS2022-748, https://doi.org/10.5194/iahs2022-748, 2022.