Anthropogenic transformation of land globally is threatening water resources in terms of quality and availability. Managing water resources to ensure sustainable utilization is important for a semiarid country such as South Africa. Bayesian networks (BNs) are probabilistic graphical models that have been applied globally to a range of water resources management studies; however, there has been very limited application of BNs to similar studies in South Africa. This article explores the benefits and challenges of BN application in the context of water resources management, specifically in relation to South Africa. A brief overview describes BNs, followed by details of some of the possible opportunities for BNs to benefit water resources management. These include the ability to use quantitative and qualitative information, data, and expert knowledge. BN models can be integrated into geographic information systems and predict impact of ecosystem services and sustainability indicators. With additional data and information, BNs can be updated, allowing for integration into an adaptive management process. Challenges in the application of BNs include oversimplification of complex systems, constraints of BNs with categorical nodes for continuous variables, unclear use of expert knowledge, and treatment of uncertainty. BNs have tremendous potential to guide decision making by providing a holistic approach to water resources management.

In recent years, many parts of South Africa have been devastated by floods, impacting severely on the most vulnerable communities. Despite measures to reduce flood risk, and implementation of adaptation measures, there is always a measure of harm to livelihoods, health and wellbeing, and the economy, which persist far beyond flood events. This is of particular concern as flood events have increased in frequency and severity. A review of literature, addressing flood risk management, mitigation and adaptation in vulnerable coastal communities of South Africa, was conducted, to determine how to manage residual risks through implementation of resilience and recovery programs, employing suitable tools, inclusive of appropriate multidisciplinary stakeholders. This study interrogated different approaches used to assess social vulnerabilities, risk perception and the role of risk communication and information dissemination. Economic implications pertaining to tourism, livelihoods and loss of natural and built infrastructure were analyzed. Risk tools including early warning systems and risk assessment models were analyzed, and various future scenarios were explored. Possible opportunities presented by negative impacts of residual risks to achieving the SDGs were explored. The findings indicate that strengthening resilience depends heavily on collaboration across sectors to cater for local needs. Cooperation between government, private sector and communities is critical to achieving sustainable solutions to residual risk management.

The shift to online learning in universities prompted by the COVID-19 pandemic impacted field learning, an important component in nature conservation qualifications. Academics used video resources as an alternative approach to mitigate related challenges. This case study critically reflects on students’ experiences and views on the use of an internet video and WhatsApp text messaging to complete a groupwork task in a conservation module offered at a university in South Africa. The video content focused on threats to rare indigenous plant species in South Africa. Data were collected using an online electronic questionnaire (n=26) and through the analysis of five group-discussion text-messaging transcripts. Mixed-method analysis was used to analyse the data. Descriptive analysis was used to analyse the closed questions in the questionnaire, and qualitative analysis was used for the open questions and transcripts. Ethical protocols were followed, with anonymity and confidentiality maintained. The findings, amongst others, indicate that overall, students agreed that the video promoted their understanding of threats to rare indigenous plants (76.9%); most students watched the video more than three times (84.6%); students had a positive response to the use of text messaging for group discussions (91.6%); and evident in the transcripts was active group engagement. Overall, WhatsApp text messaging facilitated student discussions in the asynchronous group work video analysis task. This reinforces underlying social constructivist pedagogy, which facilitates the integration of course content with group interaction and promotes critical thinking and problem-solving in a post-COVID-19 society.

Climate change is one of the major challenges to sustainable development which negatively affects humanity. Universities, both distance learning and contact, need to review and reconfigure approaches to blend critical knowledge and action for climate change mitigation. A starting point is to understand the views and practices of enrolled students to identify driving and restraining antecedents on climate change and mitigation. The inclusive role of women and empowerment in climate mitigation is increasingly being acknowledged. The United Nations SDGs 13 (take urgent action to combat climate change and its impacts) and 5 (achieve gender equality and empower all women and girls) provide reference for this study. This study explored the views of female students at a South African university on climate change to identify antecedents likely to restrain or drive women activeness in climate change mitigation. The embedded mixed-method baseline case design used an electronic questionnaire with open and closed questions. A total of 58% (24) of the 41 respondents were female students. The driving antecedents included a basic understanding of climate change and awareness of the SDGS (75%). The restraining antecedents included a realisation to do more to mitigate climate change (54.3%) and a level of excellence in research, innovation and problem-solving skills (< 30%). The findings confirm that there is much to be addressed in women empowerment with a focus on mitigation measures and skills. Higher education stakeholders should be cognisant of these antecedents in curriculum design and implementation and crafting specific projects for identified antecedents.