Should Institutions of Higher Education Include Water Quality Issues in the Undergraduate Curriculum?

Arij Mousa

doi:10.64516/p9ckaf28

Authors

Arij Mousa Department of Public Health,Tripoli, Libya. Author

DOI:

https://doi.org/10.64516/p9ckaf28

Keywords:

Water quality,, public perception,, higher education,, bottled water,, sociological perspective, curriculum,, environmental health

Abstract

Background: Water quality is a growing global concern with implications for public health, environmental policy, and community trust. This paper explores whether institutions of higher education should integrate water quality topics into undergraduate curricula.
Objective: To examine public perceptions of water safety and the sociocultural factors that shape individual attitudes toward water quality, using multidisciplinary theoretical frameworks.
Methods: A literature-based analysis supported by sociological, anthropological, feminist, and socio-economic perspectives is presented. The paper reviews public responses to past water contamination events, trust in water treatment systems, media influence, and cultural attitudes toward bottled versus tap water.
Results: The findings indicate that widespread public concern over water safety is influenced by historical events, environmental pollution, distrust in treatment processes, and media reporting. Conversely, some populations express confidence in their local water quality. Feminist and cultural theories further highlight gender-based and societal differences in water-related risk perception.
Conclusion: Given the complexity of public attitudes and the interdisciplinary nature of water quality issues, it is recommended that higher education institutions incorporate water quality topics into undergraduate programs. This would promote scientific literacy, environmental awareness, and responsible decision-making among students.

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