Preventing a groundwater divide: Ensuring quality hydrogeology education for all in the age of online coursework following the COVID-19 pandemic

Abstract

Abstract The COVID-19 pandemic forced an almost overnight rethink of traditional hydrogeology education, elevating online delivery as the primary means of teaching hydrogeology during 2020–2021. This change has had far-reaching effects, some of which persist in the form of greater reliance on online teaching formats in many universities. This paper describes the experience of delivering hydrogeology coursework in a city affected by the longest COVID lockdown in the world. Key lessons for hydrogeology education are examined.