South Asia is home to some of the world’s most sensitive socio-ecological systems, including eco-fragile island nations, the Himalayan region, and low-lying deltaic landscapes. These areas are highly vulnerable to the growing impacts of climate change and water insecurity, with the effects being experienced disproportionately across different sections of society. This makes research on Water and Climate Science (WCS) both urgent and essential.
Gendered and social perspectives are critical for understanding how water and climate challenges affect communities in diverse and unequal ways. However, these perspectives are often overlooked in mainstream scientific research. A common perception persists that social and gender theories, typically rooted in the social sciences and humanities, struggle to connect with the natural sciences, creating a persistent disciplinary divide.
At the same time, there is limited understanding of how factors such as pedagogy, institutional structures, and market dynamics either enable or constrain interdisciplinary and gender-responsive research and practice in the region.
The GWCS research aims to address this gap by examining the barriers and catalysts that shape the practice of interdisciplinarity and gender analysis in WCS research, with particular attention to whether greater gender inclusivity among WCS scholars strengthens these approaches.
This research comprises several sub-components, each with distinct objectives that contribute to different dimensions of interdisciplinarity and gender integration within Water and Climate Science (WCS).
The country gender STEM profiles present state of the art knowledge on gender disparities in participation, performance and opportunities that exists across both STEM education and STEM workforce with the aim of identifying challenges, gaps, and opportunities for promoting gender parity in STEM education and profession. In these profiles, the water sector has been selected as a case study to demonstrate how gender disparities in STEM are reflected within a key development domain.
The South Asia Water (SAWA) programme has been contributing to building the research capacity of young scholars in the field of water resources management in the context of climate change in South Asia. Through interdisciplinary and gender-sensitive approaches, the programme aims to strengthen academic curricula and pedagogical practices, influence policy processes, and support community-centered water management outcomes across the region.
The Tracer Study is an assessment of the effectiveness, relevance, and long-term impact of the programme by following up with past beneficiaries and key stakeholders. It seeks to understand the pathways and experiences of SAWA fellows after completing the programme. Specifically, the study examines employment outcomes, further education and career progression, livelihood improvements, and the ways in which fellows utilized the knowledge and skills gained through the programme. It also explores perceptions of the programme’s relevance and gathers insights into the overall experiences of participants, helping to inform future improvements and strengthen the programme’s impact.
Climate science, similar to water science, is inherently interdisciplinary. Yet as an academic field it continues to be largely shaped by planetary science perspectives. To prepare future scientists to develop sustainable and inclusive solutions, Water and Climate Science (WCS) programmes must actively incorporate insights from multiple disciplines.
In recent years, some water and climate science curricula have begun to engage with broader societal issues. A few water science programmes also explicitly include discussions on gender or intersectionality. However, climate change programmes rarely place an explicit emphasis on gender, and the reasons behind this gap remain largely unexplored.
The curriculum review seeks to better understand this issue by examining the challenges and barriers to integrating gender perspectives within WCS curricula, particularly in programmes grounded in the natural sciences and engineering. By reviewing selected WCS-related curricula and conducting interviews with faculty members, academics and researchers, the study also identifies key factors that can support the meaningful integration of gender perspectives in higher education.
The SAWA programme has played a key role in introducing and institutionalising a Gender and Water course within Water Resources Management/Development programmes across three engineering institutes. These programmes are traditionally rooted in technical and engineering approaches, and the inclusion of this course marks an important step toward broadening their scope.
The primary objective is to build the capacity of young scholars to understand water-related challenges through a gender and intersectional lens. This perspective enables them to design solutions that are not only technically sound but also socially inclusive and sustainable.
The process of integrating gender into technically driven curricula has been gradual and often challenging, requiring sustained effort, institutional engagement, and adaptation. However, it has also opened up significant opportunities for innovation in teaching and learning.
Using these three programmes as case studies, the research reviews curricula and draws on interviews with faculty members and students. It identifies key enabling factors and lessons that can support the meaningful integration of gender perspectives within higher education, particularly in engineering-focused disciplines.
In the context of a changing climate, water security cannot be addressed through technical and engineering approaches alone; it also requires a nuanced understanding of how its impacts are experienced differently across communities. Drawing on case studies from three countries, this research examines the knowledge production landscape of Water and Climate Science (WCS), with a focus on how Gender Equality and Social Inclusion (GESI) are embedded within scientific inquiry. Moving beyond a surface-level inclusion of gender, the study critically explores underlying power dynamics; who leads and shapes research, whose knowledge is recognized and valued, and how diverse forms of evidence are incorporated. It also highlights the importance of intersectional data in informing more inclusive and equitable policies, ultimately contributing to more just and effective water and climate solutions.
Gender-responsive pedagogical practice is a dynamic and evolving approach to teaching and learning that prioritizes inclusion, equity, and quality education. It creates an environment that promotes gender equality and social justice, supporting young people in all their diversity. Through a systematic review, we assess the outcomes of Gender-Responsive Pedagogical (GRP) practices in higher education, shifting the focus beyond immediate academic performance to long-term personal and professional transformation. Drawing on global evidence, the study explores how inclusive teaching approaches help equip graduates with the agency, critical thinking, and awareness needed to navigate complex social and professional contexts. This synthesis offers a strong evidence base for educators and policymakers, supporting efforts to design and implement pedagogical practices that lead to meaningful and transformative impact.
