Assessing water literacy among youth in Lebanon: A university‐based case study

Abstract Water security is a global concern, as water is vital for our survival on Earth. Our role as individuals in water governance and preservation should be emphasized further. Water literacy levels can assess an individual's knowledge about water and his or her potential to contribute to water sustainability efforts. This study explored water literacy levels of the youth in Lebanon represented by university students; it covered the cognitive, behavioral, and affective domains. A quantitative approach was adopted using a questionnaire, which was completed by 290 students. Results showed that gender and academic standing have no impact on the water literacy level, while familiarity with the 2030 Agenda positively influenced their water knowledge. Major knowledge gaps appeared as 86.9% of the students did not know the amount of water needed to produce food for one person per day, and 63.8% overestimated how much of the Earth's water is available for human use. Also, only half of the students knew their personal hydration needs. In addition, about 44.5% of students considered misleading criteria in defining drinking water quality. Ultimately, results showed that students still retain water‐related scientific concepts acquired during their K‐12 education. Hence, this reinforces the role of formal education in shaping sustainability‐oriented mindsets.