Information Package / Course Catalogue
Water Literacy
Course Code: EFS185
Course Type: Non Departmental Elective
Couse Group: First Cycle (Bachelor's Degree)
Education Language: Turkish
Work Placement: N/A
Theory: 2
Prt.: 0
Credit: 2
Lab: 0
ECTS: 3
Objectives of the Course

This course aims to help students develop into individuals who understand water not only as a scientific resource but also in terms of its social, political, economic, ethical, and cultural dimensions. The central goal of the course is to cultivate “water-literate” individuals who can develop critical, systemic, and interdisciplinary thinking skills to address complex water-related issues; integrate scientific evidence with social perspectives; and possess the capacity for both individual and collective action.

Course Content

This course examines water both as a scientific resource and in terms of its social, political, economic, ethical, and cultural dimensions. Students develop an interdisciplinary perspective through topics such as the natural and anthropogenic water cycle, water quality, climate change, water scarcity, socio-hydrology, water management, and water justice. It aims to cultivate water-literate individuals by fostering systemic thinking, socio-scientific reasoning, and the capacity for individual and collective action.

Name of Lecturer(s)
Learning Outcomes
1.They can explain the theoretical foundations of water literacy, its multidimensional structure (knowledge, attitudes, skills, behavior, ethics), and various conceptual frameworks such as the hydrological–hydrosocial cycle.
2.Can describe the functioning of the natural and anthropogenic water cycles, water quality parameters, and types of pollution using scientific concepts, and evaluate them in different contexts
3.It can analyze global water issues—such as climate change, water scarcity, and the Food–Energy–Water Nexus—from an interdisciplinary perspective.
4.Can discuss the strengths and limitations of water management approaches, policies, and legal frameworks at the national and international levels by comparing them
5.We can interpret the different approaches that view water as a public resource, a commercial commodity, and a human right within the framework of environmental justice and ethical principles.
6.By analyzing a socio-hydrological problem using systems thinking and socio-scientific reasoning, it is possible to integrate the perspectives of different stakeholders
7.They can develop and present a comprehensive solution proposal that addresses the scientific, social, and ethical dimensions of a local or global water issue, along with evaluation criteria.
Recommended or Required Reading
1.Bakker, K. (2010). Privatizing water: Governance failure and the world’s urban water crisis. Cornell University Press.
2.Birleşmiş Milletler Genel Kurulu. (2010, 28 Temmuz). İnsan hakkı olarak temiz su ve sanitasyon (Karar 64/292) [The human right to water and sanitation, Resolution 64/292]. https://undocs.org/A/RES/64/292
3.Boelens, R., Perreault, T., & Vos, J. (Eds.). (2018). Water justice. Cambridge University Press. https://doi.org/10.1017/9781316831847
4.Chang, R., & Goldsby, K. A. (2016). Chemistry (12th ed.). McGraw-Hill Education.
5.Demir, F. B., & Ulukaya Öteleş, Ü. (2023). Reflection of water literacy in the environmental education and climate change course teaching program. Bulletin of Educational Studies, 2(2), 50–57.
6.European Commission. (2000). Directive 2000/60/EC of the European Parliament and of the Council establishing a framework for community action in the field of water policy. Official Journal of the European Communities, L 327, 1–72. https://eur-lex.europa.eu/eli/dir/2000/60/oj
7.Forbes, C. T., Brozovic, N., Franz, T. E., Lally, D. E., & Petitt, D. N. (2018). Water in society: An interdisciplinary course to support undergraduate students’ water literacy. Journal of College Science Teaching, 48(1), 36–42. https://doi.org/10.2505/4/jcst18_048_01_36
8.Intergovernmental Panel on Climate Change. (2023). Climate change 2023: Synthesis report. Contribution of Working Groups I, II and III to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change (H. Lee & J. Romero, Eds.). IPCC. https://doi.org/10.59327/IPCC/AR6-9789291691647
9.McCarroll, M., & Hamann, H. (2020). What we know about water: A water literacy review. Water, 12(10), 2803. https://doi.org/10.3390/w12102803
10.Moreno-Guerrero, A.-J., Romero-Rodríguez, J.-M., López-Belmonte, J., & Alonso-García, S. (2020). Flipped learning approach as educational innovation in water literacy. Water, 12(2), 574. https://doi.org/10.3390/w12020574
11.Mostacedo-Marasovic, S.-J., Lally, D., Petitt, D. N., White, H., & Forbes, C. (2022). Supporting undergraduate students’ developing water literacy during a global pandemic: A longitudinal study. Disciplinary and Interdisciplinary Science Education Research, 4(1), 9. https://doi.org/10.1186/s43031-022-00049-y
12.Organisation for Economic Co-operation and Development. (2015). OECD principles on water governance. OECD Publishing. https://www.oecd.org/cfe/regionaldevelopment/OECD-Principles-on-Water-Governance.pdf
13.Owens, D. C., Petitt, D. N., Lally, D., & Forbes, C. T. (2020). Cultivating water literacy in STEM education: Undergraduates’ socio-scientific reasoning about socio-hydrologic issues. Water, 12(10), 2857. https://doi.org/10.3390/w12102857
14.Sadler, T. D. (Ed.). (2011). Socio-scientific issues in the classroom: Teaching, learning and research. Springer. https://doi.org/10.1007/978-94-007-1159-4
15.Sammel, A., & McMartin, D. (2014). Teaching and knowing beyond the water cycle: What does it mean to be water literate? Creative Education, 5(10), 835–848. https://doi.org/10.4236/ce.2014.510097
16.Seraphin, K. D. (2020). Enhancing water literacy through an innovative television series focused on Wai Maoli: Hawai‘i fresh water initiative. Water, 12(11), 3247. https://doi.org/10.3390/w12113247
17.Sivapalan, M., Savenije, H. H. G., & Blöschl, G. (2012). Socio-hydrology: A new science of people and water. Hydrological Processes, 26(8), 1270–1276. https://doi.org/10.1002/hyp.8426
18.Swyngedouw, E. (2004). Social power and the urbanization of water: Flows of power. Oxford University Press.
19.T.C. Tarım ve Orman Bakanlığı, Su Yönetimi Genel Müdürlüğü. (2019). Ulusal su planı (2019–2023). T.C. Tarım ve Orman Bakanlığı. https://www.tarimorman.gov.tr/SYGM
20.UNESCO. (2021). The United Nations world water development report 2021: Valuing water. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000375724
Weekly Detailed Course Contents
Week 1 - Theoretical
Introduction to Water Literacy: The definition of water literacy, its historical development, and its multidimensional structure (knowledge, attitudes, behaviors, skills, and ethics). Why water is essential for life. An introduction to the course objectives, learning outcomes, and assessment methods.
Week 2 - Theoretical
Physical and Chemical Properties of Water: Basic concepts such as the structure of the water molecule, its states of matter, solubility, surface tension, and heat capacity. Water’s role as a “universal solvent” and its functions in living systems. Basic hydrological terminology.
Week 3 - Theoretical
The Natural Water Cycle and the Fundamentals of Hydrology: The functioning of the evaporation–condensation–precipitation–runoff cycle. Groundwater, aquifers, surface waters, and the concept of water balance. The distribution of water on a global and watershed scale; a system mapping exercise related to the circulation of water on Earth.
Week 4 - Theoretical
Anthropogenic (Domestic) Water Cycle and Infrastructure: A human-made water system: the stages of source capture, drinking water treatment, distribution, consumption, discharge, and wastewater treatment. Industrial and agricultural water use. The relationship between the natural cycle and the anthropogenic cycle.
Week 5 - Theoretical
Water Quality and Water Pollution: Types of pollution (chemical, biological, physical) and their sources: agricultural nitrates, industrial waste, microplastics, urban waste. Effects on aquatic ecosystems. Case studies: the Flint lead crisis and the Raccoon River nitrate problem.
Week 6 - Theoretical
Climate Change and Water Resources: The effects of climate change on the hydrological cycle: glacier melt, sea-level rise, droughts, and floods. Potential impacts on Turkey’s water regime. Future scenarios and adaptation strategies.
Week 7 - Theoretical
Water Scarcity, Water Security, and the Food–Energy–Water Nexus: Global and local water scarcity; the distinction between “physical” and “economic” scarcity. Population growth, urbanization, and the pressure on water resources from agriculture. The Food–Energy–Water (FEW) Nexus concept and the interdependence of resources.
Week 8 - Theoretical
Socio-Hydrology and Systems Thinking: Approaching human and water systems as an inseparable whole (socio-hydrology). The fundamentals of systems thinking: cause-and-effect relationships, feedback loops, interdependence. The necessity of an interdisciplinary approach; a hands-on exercise in drawing system diagrams.
Week 9 - Theoretical
Water Management, Policies, and Legal Framework: Actors involved in water management: ministries, the General Directorate of State Hydraulic Works (DSİ), municipalities, civil society, and international organizations. Water legislation, standards, and international protocols in Turkey and around the world. The watershed management approach and the EU Water Framework Directive.
Week 10 - Theoretical
The Political Economy of Water: A Public Good or a Commercial Commodity?: The tension between water as a shared common resource and a commercial commodity. Water privatization, pricing mechanisms, and debates over the “water market.” Transboundary waters and power relations; the impact of hegemonic discourses on our perception of water.
Week 11 - Theoretical
Water Justice, Environmental Ethics, and Water as a Human Right: Inequalities in access to water (class, gender, geography, urban-rural). The United Nations’ recognition of water as a human right (2010). Intergenerational ethics: the responsibility to leave a livable water future for future generations.
Week 12 - Theoretical
Indigenous Knowledge Systems, Culture, and Alternative Approaches: The symbolic and spiritual meanings of water in different cultures. Traditional water management practices of indigenous peoples (Hawai'i Wai Maoli, Anatolian water architecture). Alternative forms of knowledge overlooked by the hegemonic scientific discourse and their contributions.
Week 13 - Theoretical
Sustainable Water Use: Technologies and Individual/Social Action: Water-saving technologies: rainwater harvesting, graywater, and wastewater reuse (R1 water). Factors that encourage behavioral change and barriers such as the “ick factor.” A spectrum of actions ranging from individual habits to social action; zero waste and the circular water economy.
Week 14 - Theoretical
Socio-Scientific Reasoning: A capstone project in which students who have selected a complex water issue present the solutions they have developed throughout the semester, incorporating scientific data, stakeholder perspectives, and ethical considerations. Decision-making exercises; a synthesis of the semester’s assessment and an integrated understanding of water literacy.
Assessment Methods and Criteria
Type of AssessmentCountPercent
Attending Lectures1%5
Assignment1%5
Midterm Examination1%30
Final Examination1%60
Workload Calculation
ActivitiesCountPreparationTimeTotal Work Load (hours)
Lecture - Theory140228
Assignment110111
Reading141014
Midterm Examination110111
Final Examination110111
TOTAL WORKLOAD (hours)75
Contribution of Learning Outcomes to Programme Outcomes
PÇ-1
PÇ-2
PÇ-3
PÇ-4
PÇ-5
PÇ-6
PÇ-7
PÇ-8
PÇ-9
PÇ-10
OÇ-1
3
3
OÇ-2
3
OÇ-3
3
OÇ-4
3
OÇ-5
3
OÇ-6
3
OÇ-7
3
Adnan Menderes University - Information Package / Course Catalogue
2026