Science teachers’ knowledge, attitudes, and pedagogical readiness for teaching treated wastewater reuse in Qatar: A socio-demographic analysis

This study addresses a critical research gap by examining the pivotal yet under-supported role of Qatari science teachers in fostering public acceptance of treated wastewater (TWW) reuse for agriculture. Using a structured survey of 170 science teachers, this research investigates their knowledge, attitudes, and pedagogical readiness regarding this key national sustainability issue. The findings reveal a significant disconnect between policy objectives and classroom realities. While teachers show broad acceptance of TWW for applications such as landscape and fodder irrigation, they express strong reservations about its application for the irrigation of food crops, primarily driven by health and safety concerns. Teachers primarily rely on informal media for information rather than authoritative professional or institutional sources. They also report facing substantial barriers to teaching this topic, including insufficient training, a lack of instructional time, and an absence of formal curriculum support. The study concludes that empowering teachers requires systemic interventions, including the integration of TWW into science curricula, targeted professional development, and strategic communication efforts to build trust and enhance pedagogical confidence.