This Challenge-Based Learning (CBL) scenario on water quality focuses on enhancing the knowledge on those ground-breaking technologies being able to promote the improvement of water resources from an environmental point of view. By engaging VET students in interdisciplinary teams, the project aims to address all the pressing issues about environmental water quality from a multifaceted point of view (environmental, technological, societal, etc…). Collaborating with local government and municipalities students will conduct in-depth research, develop innovative solutions, and create digital knowledge tools to improve the water quality issue. The project emphasizes real-world problem-solving, critical thinking, and collaboration while aligning with Sustainable Development Goal 6.

Linked to SDGs:
SDG 6: Clean Water and Sanitation
SDG 9: Industry, Innovation and Infrastructure

General Information about the Project

⦁ Institutions Involved:

- VET providers: Leading the project and providing academic support.
- Local Government: Partnering to provide real-world challenges and data.
- Municipalities in charge of managing drinking water treatment and distribution.
- Agencies for Environmental Control (In Italy: ARPA)
- Environmental and sanitary engineers

⦁ Challenge Providers: Local Government, Municipalities, ARPA.

⦁ Number of Learners: At least 20 per VET team.

⦁ Learners: VET students from various disciplines including biology, engineering, chemistry, environmental science.

⦁ Duration: 6-12 months.

Defined Task of the Project/Challenge

The project’s aim is to shed light into the main issues related to water pollution and the ways to improve the quality of water resources especially for human food purposes (drinking water).

Objectives of the Project

The task of the project involves following objectives:

Survey the different water resources present in a specific territory.
Realise what different uses can be conceived for the water resources insisting locally.
Understand what might affect the quality and the ecological equilibria of water resources.
Figure out to what consequences their alteration/pollution may lead in terms of ecosystem and human health.
Find out what innovative, ground-breaking technological solutions can be put in place to counteract the harmful consequence posed by pollution.

Challenge Description

Structure of the Challenging Case:

What is the impact of wastewaters and manures from livestock on water ecosystems within the territory where I live?

Guiding Questions:

What are the key factors contributing to the pollution of water?
What measures to adopt and what technologies to improve the situation?

Connections between Challenge-Institution-Environment

Problems to be Solved:

Mapping pollution sources in the territory and set up alert procedures.

Statement of Local Issues:

Involving the communities by giving awareness of the importance of water resources in the framework of a long-term sustainable society.

Strategies of Problem Solving

Problem-Solving Strategies:

PHASE 1. EXPLORATION: Survey the territory: mapping water resources
PHASE 2. KNOWLEDGE: Get to grips with water problems
PHASE 3. METHODOLOGY: PROBLEM SOLVING MINDSET How to sort out the problems
PHASE 4. INTERACTION: Dialogue with experts and institutions
PHASE 5. SOLVING: Come up with possible solutions
PHASE 6. SELF-ASSUREMENT: Citizenship empowerment

Data-Driven Analysis: To effectively address the complex challenges of water quality and water remediation. learners will employ a multifaceted approach. Initially, a deep dive into data is essential. By meticulously collecting and analyzing geological, hydrogeological, GIS-references data, data-base relative to water quality, students will establish a robust foundation for understanding the system. Visualizing this data will illuminate trends and correlations, providing a clearer picture of the problem landscape. Benchmarking territorial water resources in terms of quality/degree of pollution will offer valuable insights into best practices and potential solutions.

Stakeholder Engagement: Parallel to data analysis, fostering strong connections with the community is paramount. Engaging with citizens, businesses, regulatory authorities, professional associations and community groups through interviews and surveys will provide firsthand perspectives on the situation concerning water quality. Building partnerships with local government and other public stakeholders will create a collaborative environment for idea sharing and solution development. Moreover, incorporating citizen feedback into the solution development process ensures that the final outcomes are aligned with the community’s aspirations.

Innovative Solution Development: The heart of the project lies in innovation. Learners will engage in brainstorming sessions and design thinking exercises to generate a wealth of creative ideas. These concepts will be transformed into tangible solutions through prototyping and small-scale testing. A keen focus on technology will drive the exploration of smart solutions for appropriately focusing water treatment technologies. Different diffuse and point pollution sources (agricultural, industrial, urban, etc…) will be taken into account. To bridge the gap between technology and the public, learners will develop user-friendly mobile applications that promote sustainable water resources survey and remediation.

Technology Integration and Eco-Digitalisation:. Students will delve into the development of innovative digital platforms and applications to address the problem of environmental water quality. This includes the generating of GIS-based territorial maps reporting the location of water sources linked with the quality of water determined through chemical analysis. A digital tool can be envisaged that can be able to set a ranking score of water resources in terms of pollution degree in order to prioritize the remediation action.

Testing and Refining Through Action: Once promising solutions emerge, the project transitions from concept to reality through pilot projects. These small-scale implementations allow students to test the functionality, usability, and effectiveness of their ideas in a real-world setting. Gathering feedback from stakeholders, including citizens, municipalities, sanitary authorities, environmental agenicies, is crucial during this phase. This feedback loop enables students to refine their solutions, addressing unforeseen issues and optimizing functionalities. By iteratively testing and refining through pilot projects, students can ensure the final solutions are practical, user-friendly, and have a significant impact on the definition of an integrated environmental water quality assessment tool.

By combining these strategic approaches, learners will not only develop innovative solutions but also cultivate the skills and knowledge necessary to become leaders in water quality assessment and remediation. Simultaneously, community engagement and education initiatives will be undertaken to raise awareness, promote behavior change, and build a supportive environment for sustainable water resources.

Phases of Problem Solving

Timeframes of Activities by months:

Month 1-4: Research and data collection.
Month 5-6: Development of solutions and prototypes.
Month 7-9: Testing and refinement of solutions.
Month 10-12: Presentation and implementation of final solutions.

Outcomes

Immediate Outcomes:

A comprehensive report on the current state of territorial environmental water quality.
Figure out the technological tools being able to improve the state of environmental water quality.
Increased awareness, empowerment and engagement from the community regarding environmental water quality assessment and remediation.

Long-Term Outcomes:

Enhanced respect from the citizens towards the ecosystems being aware of their fragility being threatened by human-led activities.
Strengthened collaboration between academic institutions, local government, municipalities, environmental agencies and the community to address future water assessment and remediation.

Innovative Aspects:

Use of smart technology for environmental water quality assessment.
Community engagement and awareness campaigns.

Impact of the Project

Owners of the Result:

Local Government of the city
Municipalities
Environmental agencies
VET providers

Related Outcomes:

Improved awareness of the importance of water resources.
Awareness of the potentiality of novel technologies to address environmental improvement.
Enhanced collaboration between academic institutions, government, and the community.

Behavioural Changes:

Increased awareness of the fragility of ecosystems as potential target of disruption by anthropogenic activities.
Raise the level of awareness on the existence of ground-breaking environmental technologies.
Stimulate learners on dealing with technical and scientific issues that could enhance theoretical and practical competences.

By fostering innovation, collaboration, and community engagement, the project aims to create a lasting impact on community empowerment paving the way for a sustainable future.

Competences Gained Through the Sustainable Transportation Project

This CBL project is designed to equip students with a valuable set of competencies that will benefit them in their academic and professional careers. Here’s a breakdown of the key competencies students can expect to develop:

Technical Skills:

Data Analysis and Visualization: Students will hone their skills in collecting, analyzing, and interpreting data on water quality-related issues from the chemical, hydrogeological and biological standpoint. They will learn to use data visualization tools to effectively communicate findings.
Digital Literacy: Project activities will involve utilizing various digital tools and platforms, including social media, educational software, and potentially ready-to-use mobile app development. Students will gain proficiency in navigating the digital landscape and applying these tools for sustainable transportation solutions.
Project Management: Participating in a collaborative project fosters project management skills such as planning, organization, task delegation, and meeting deadlines. Students will learn to manage their time effectively and collaborate productively within a team.

Problem-Solving and Critical Thinking:

Systems Thinking: The project requires analysis of the ecosystems as a whole, considering the interaction between different components (hydrosphere, soil system, atmosphere, technological treatment plants). This fosters systems thinking and the ability to identify root causes of problems.
Creative Problem-Solving: Students will be challenged to develop innovative solutions to complex environmental challenges. Brainstorming techniques, design thinking methodologies, and user-centered approaches will be employed to encourage creative thinking and the generation of effective solutions.
Critical Evaluation: Throughout the project, students will be required to critically evaluate proposed solutions, consider their feasibility, and assess their potential impact on sustainability environmental water management and environmental sustainability, including circular economy.

Communication and Collaboration:

Effective Communication: Students will need to communicate effectively with diverse audiences, including peers, stakeholders and the general public. They will hone their written, verbal, and visual communication skills.
Teamwork and Collaboration: The project emphasizes collaborative learning, requiring students to work effectively within a team. They will learn to share ideas, manage conflict, and contribute to achieving common goals.
Stakeholder Engagement: The success of the project hinges on productive relationships with stakeholders. Students will develop skills in stakeholder identification, communication, and collaboration, understanding the importance of involving various players in the solution development process.

This comprehensive set of competencies will empower students to become future leaders in sustainable environmental water management and remediation. They will be equipped to tackle complex problems, innovate solutions, collaborate effectively, and contribute to a more sustainable future.

Open Educational Resources (OERs)

References

J.T. Stimus –Chemical Engineering – The beginner’s guide to engineering –Quantum Scientific Publishing 2013
R.H. Perry, D.W. Green – Perry’s Chemical Engineering Handbook Mc Graw Hill. Last Edition
Di Pietro – Tecnologie Chimiche Industriali- Hoepli editore – Ultima Edizione

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