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Abstract In developing countries in Africa and Asia, meeting challenges of water scarcity and pollution has often been hampered by shortcomings in higher education, including insufficient research productivity and funding, lack of opportunity for university graduates, and a mismatch between university activities and societal needs. To address these issues, we developed novel programs integrating technical instruction and preparation for professional practice in hydrology for cohorts of graduate students from Morocco and Egypt (2012–2013) and from Türkiye and Indonesia (2013–2014). Students participated in an initial online course and a follow‐up workshop featuring geographic information systems (GIS), remote sensing, and hydrologic modeling with internet‐based data sets. Field activities in the USA (first cohort) and in the students’ home countries (second cohort) included stream gauging, measurement of water levels in wells, water sampling, and measurement of hydrochemical parameters. A subsequent online course focused on research ethics, preparing proposals and publications, and presenting findings to technical audiences and the public, culminating in presentations at conferences in the USA. Participants mentored other students at their home institutions and at K‐12 schools in Türkiye and Indonesia. Participant feedback during and after the programs tended to be strongly positive, and participants have continued to engage with project leaders and mentor students in their home countries and the USA. Our modular, hybrid approach offers a template for students in hydrology and related fields to develop relevant skills and engage internationally.
Fryar et al. (Thu,) studied this question.