Articles | Volume 5, issue 3
Research article
14 Sep 2022
Research article |  | 14 Sep 2022

A snapshot sample on how COVID-19 impacted and holds up a mirror to European water education

Benjamin M. C. Fischer and Alexandru Tatomir

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Cited articles

AghaKouchak, A., Nakhjiri, N., and Habib, E.: An educational model for ensemble streamflow simulation and uncertainty analysis, Hydrol. Earth Syst. Sci., 17, 445–452,, 2013. 
Alemanno, A.: The European Response to COVID-19: From Regulatory Emulation to Regulatory Coordination?, Euro. J. Risk Reg., 11, 307–316,, 2020. 
Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N., and Umek, L.: Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective, Sustainability, 12, 8438,, 2020. 
Assendelft, R. S. and van Meerveld, H. J. I.: A Low-Cost, Multi-Sensor System to Monitor Temporary Stream Dynamics in Mountainous Headwater Catchments, Sensors, 19, 4645,, 2019. 
Berry, S.: Teaching to connect: Community-building strategies for the virtual classroom, Online Learning, 23, 164–183, 2019. 
Short summary
The aim of this paper is to communicate results of our survey giving a first overview and reflects how teaching of hydrology and water-related sciences changed due to COVID-19. Next to many negative aspects for teachers and students, a spirit of optimism, time of change and community initiatives could also be noticed. COVID-19 made it possible to explore novel teaching methods useful for modernizing education and making practical teaching formats accessible to all hydrology and water students.
Final-revised paper