Water-Risk Education in Times of Climate Change: Theoretical Foundations for an Essential Civic Competence

This research develops a theoretical framework for understanding water-risk education as an essential civic competence in the context of climate change, hydrological extremes and socio-environmental vulnerability. Through a narrative conceptual synthesis of the recent literature on water governance, climate and disaster-risk education, sustainability competences and social representations of risk, the study examines how schools and universities can move from a general awareness of water problems to situated, anticipatory and action-oriented learning. The analysis identifies three mutually reinforcing dimensions of water-risk competence: cognitive understanding of water as a complex socio-environmental system; procedural capacity to analyze exposure, vulnerability, preparedness and adaptation; and attitudinal and ethical orientation toward responsibility, care, equity and collective decision-making. The research proposes a curricular model that connects hydrological-cycle education, flood and drought risk, territorial literacy, governance and the Sustainable Development Goals, especially SDGs 6, 11 and 13. The model is intended as a theoretical basis for future empirical studies, teacher-training designs and didactic proposals. It argues that water-risk education should not be restricted to emergency information or isolated scientific content, but should become a cross-curricular competence for forming citizens capable of interpreting uncertain climate scenarios and participating in resilient water governance.