A Theoretical Framework for Developing Water Footprint Awareness at Primary School Level
Developing Water Footprint Awareness
DOI:
https://doi.org/10.5281/zenodo.17473271Keywords:
Water footprint, water literacy, sustainability education, values education, whole-school approachAbstract
As water’s “invisible” consumption accumulates at every link of production–consumption chains, it foregrounds a new literacy domain in primary education. This article proposes a theoretical framework for the primary level that relates the water footprint beyond household use to interlinked systems of agriculture, food, energy, and textiles. Grounded in a systematic literature review, the model integrates constructivism, ecopedagogy, systems thinking, and environmental justice, structuring learning across four dimensions: cognitive (understanding concepts and indicators), affective (ethical responsibility and frugality), behavioral (conservation and informed consumption), and societal (participation with families, schools, and local stakeholders). Aligned with the Science, Social Studies, and Life Studies curricula, the model offers teachers a practical roadmap via project-based learning, data-driven mini-inquiries, water-use diaries, and a whole-school approach. Theoretically, it conceptualizes water literacy as a holistic learning architecture progressing along the knowledge–values–action–participation axis; practically, it proposes low-cost, measurable, and school-scalable mechanisms. Future research should empirically test the model across contexts, validate short scales, and track behavioral indicators with external data (e.g., school/home water use). In doing so, the framework builds a robust bridge between theory and practice to translate early water awareness into lasting learning outcomes.
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