The case for water-landscape education in Bangladesh’s schools

Bangladesh, a nation shaped by its delta, has always had its life closely tied to rivers, wetlands and floodplains. These water bodies have influenced the country's agriculture, fishing, transportation, and culture, playing a vital role in its identity. 

However, the full integration of water-based landscape education into the country's schools, colleges, and training systems remains a long-standing issue that urgently needs to be addressed.

Today, this gap is evident. Although school textbooks mention rivers and floods, they often do so in an abstract way that fails to connect with children's real-life experiences—such as flooded playgrounds, local canals, or shrinking ponds. 

Additionally, the absence of a legal framework mandating the teaching of how people can coexist with water and landscapes is a significant shortcoming. In a country threatened by climate change, this lack of policy is not merely a gap; it represents a pressing need for reform.

As environmental lawyer Bahreen Khan notes, "the non-integration of various environmental concerns into development agendas is the overarching cause of regulatory ineffectiveness" (Dhaka University Law Journal, 2022). 

If laws can mandate water conservation, why not also require education about water landscapes? To explore this issue, let us use the familiar SWOT framework — assessing strengths, weaknesses, opportunities, and threats regarding water-based landscape education in Bangladesh.

Strengths: What Bangladesh already has

The first strength lies in the cultural landscape. Generations of Bangladeshis have learned to live with water — whether through rice farming, riverboats or homestead ponds. 

As one commentary observed, "learning from the traditional good practices adopted in this deltaic land… we have borrowed knowledge that is not appropriate for our land and created long-term problems" (quoted by Md Mustiafiz Al Mamun and Khondaker Hasibul Kabir, 2025). Traditional knowledge can provide a strong foundation for modern education.

Secondly, there is already a legal basis for this initiative. Policies such as the National Water Policy (1999) and the Biodiversity Act (2017) recognise the need to protect rivers and wetlands, which could underpin an education mandate. 

Thirdly, awareness is growing. Programmes such as Education for Sustainability at IUBAT and the Greening Education Partnership under global initiatives demonstrate this momentum, with Bangladesh committed to having 50% of educational institutions under "Greening Schools" by 2030. In addition, organisations like the Bengal Institute are exploring the role of water in landscape and urbanism.

Weaknesses: Where the gaps are

The main weakness in the curriculum lies in its overly theoretical approach to water and landscapes. Although these topics appear in textbooks, students rarely gain hands-on experience — such as pond-mapping or river walks — which limits their practical understanding, particularly when comparing urban and rural contexts. 

While rural areas typically offer more access to natural waterscapes that foster social learning, urban settings depend heavily on waterscapes that are increasingly disconnected from daily life.

A major contributing factor is the absence of legal support; there are no education laws mandating the inclusion of water-based landscape topics in schools. This results in inconsistent and largely voluntary efforts across institutions.

Furthermore, capacity remains limited. Many teachers lack training in ecology, hydrology, or participatory field methods. Schools often lack essential resources — such as boats, laboratories, or safe access to water bodies — to support outdoor learning. 

Educational programmes are also fragmented: while some NGOs operate eco-clubs or deliver environmental lessons, there is no national standard ensuring that every child understands the interdependence of water and land.

Opportunities: What can be gained

There are numerous opportunities to strengthen this area. The Constitution provides a solid foundation; Article 18A mandates the state to protect the environment and natural resources "for present and future citizens." Why not extend this constitutional commitment to education?

Global support is increasingly within reach. The Sustainable Development Goals (SDGs) promote both climate education and water security, and international donors are eager to assist Bangladesh in these areas, making funding and training more accessible.

Technology offers another avenue for progress. Tools such as GIS mapping, drones, and citizen science apps enable students to visualise flood patterns and water use in real time. 

In Cox's Bazar, researchers are already employing geospatial tools to restore damaged landscapes (Jamal et al., MDPI, 2023). Such tools can easily be adapted for schools and universities.

Finally, the urgent need to address climate challenges presents a timely opportunity. Children in Bangladesh already face floods, salinity intrusion, and erosion. Teaching them how to adapt and innovate with water is not an optional add-on — it is essential, grounded in context-specific and regional realities.

Threats: What could go wrong

The primary obstacle to progress is political inertia. Curriculum reforms in Bangladesh tend to advance slowly and often overlook environmental priorities. As Khan warns, ecological problems rarely inspire concrete action.

Limited resources pose another major challenge. Underfunded schools may struggle to afford teacher training or establish outdoor learning facilities. Without adequate support, new content risks remaining superficial.

Curriculum overload also hinders progress, particularly when educators resist incorporating new lessons that are not directly linked to exams or national assessments. This resistance limits innovation in teaching.

Compounding these difficulties is ongoing environmental degradation, which poses a direct threat to education itself. As rivers are encroached upon and wetlands disappear, students lose the living classrooms that make water-based education truly meaningful. 

Addressing both curriculum overload and environmental decline is therefore essential to foster effective and relevant learning experiences.

The way forward

So, how can we move from discussion to action? A few practical steps stand out:

Legislate water-landscape education: Incorporate water-landscape education into the National Education Policy, making it mandatory rather than optional.

Enhance teacher training: Invest in capacity-building programmes for teachers in ecology and hydrology.

Use what already exists: Connect lessons to local rivers, ponds, and floodplains so that children learn from their immediate environment.

Integrate, don't overload: Instead of adding new subjects, embed water themes into geography, science, and social studies.

Monitor and reward: Track implementation and celebrate schools that pioneer water-based education.

By committing to these actions, Bangladesh can nurture a new generation that not only comprehends but also cherishes its unique water landscapes. This will equip them not merely to survive, but to thrive in a changing climate — offering a ray of hope for a sustainable future.

Bangladesh's identity is deeply intertwined with water. Yet the absence of a formal, institutionalised system for teaching children how to coexist with water in a changing climate is a pressing concern. The SWOT analysis reveals clear strengths and opportunities, but also glaring weaknesses and threats that demand immediate attention.

Our research observes, "Landscape knowledge must be integrated at every stage of our education system if we are to secure a sustainable future." 

Water is not an optional subject for Bangladesh — it is the foundation. The responsibility for institutionalising water-based landscape education lies with us. It is not merely a choice, but a necessity for our survival — and we have the power to make it happen.

Md Mustiafiz Al Mamun is currently pursuing a PhD in Landscape Architecture at Delft University of Technology in the Netherlands. He is also an Associate Professor at the Department of Architecture at CUET. 

Disclaimer: The views and opinions expressed in this article are those of the author and do not necessarily reflect the opinions and views of The Business Standard.