Community views on hydrogeology education: A global perspective from 2024

Abstract Groundwater is the Earth’s largest reservoir of available freshwater. As climate change and increasing anthropogenic pressures continue to affect its availability and quality, the discipline of hydrogeology is evolving rapidly. Training enough professionals capable of understanding and managing groundwater resources effectively is therefore more critical than ever. However, there is a perceived global shortage of adequately trained hydrogeologists—raising concerns about society’s capacity to address future groundwater-related challenges. To obtain quantitative data regarding this perception and to evaluate the current state of hydrogeology education and workforce dynamics more generally, a global survey was conducted of hydrogeology professionals, recent graduates, and current students. Five hundred seventy-three individuals from 82 countries responded, providing contemporary insights into the discipline’s demographics, education pathways, and perceived training gaps. Here, a synthesis of the key findings is presented—offering a snapshot of current trends and challenges in hydrogeology education from various perspectives. Notable findings include the observations that: (i) female hydrogeologists remain underrepresented; (ii) some countries act as major “exporters” or “importers” of hydrogeologists; (iii) many practitioners consider new graduates to be insufficiently prepared; (iv) most hydrogeological work is conducted by those without formal education in the field; and (v) hydrogeology is expected to contribute to a growing range of challenges, calling for both disciplinary depth and interdisciplinary breadth in curricula. These findings highlight a need for better alignment between academic training and professional demands. The full dataset is openly shared, offering a resource for educators, researchers, and policymakers to support training and engagement with global water issues.