Problem-Based Learning for Sustainable Hydrology Education: Develop a Campus Rain-gauge Networks for Rainfall Monitoring

Abstract

Sustainable water management requires future professionals to possess not only theoretical knowledge but also practical skills in environmental monitoring. This study investigate the integration of problem-based learning (PBL) and experiential field activities through the development of a campus-based rain gauge network constructed and operated by undergraduate geography students. Students were challenged to design, install, and manage low-cost rainfall monitoring stations across selected micro-catchments within the university campus. Rainfall data were collected over several weeks and analysed to identify spatial rainfall patterns and basic hydrological responses. All evaluated learning outcomes recorded high mean scores ranging from 3.89 to 3.95 on a four-point Likert scale, indicating strong student agreement regarding the effectiveness of the PBL-based experiential learning approach. Findings indicate significant improvements in students’ hydrological literacy, field data collection competency, and understanding of rainfall–runoff processes at the local scale. The use of simple and low-cost rain gauges demonstrates the potential for scalable and inclusive hydrology education approaches, particularly in institutions with limited access to advanced monitoring equipment. This study highlights the effectiveness of integrating PBL with experiential hydrological monitoring to strengthen sustainability oriented water education.