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AbstractThe focus on irrigation infrastructure development in countries like India, including a significant allocation of the government's budget, highlights the importance of achieving a high benefit–cost ratio for these projects. However, past reviews have revealed instances where irrigation projects yielded low benefits. To address this issue and ensure a more effective evaluation of future projects, it is crucial to develop multi‐criteria and transdisciplinary approaches. In the context of Telangana, India, a study was conducted to determine cultivable land using a multi‐criteria and transdisciplinary approach. This approach aimed to provide assistance to managers involved in the planning, implementation, and monitoring of irrigation schemes. The study was undertaken as part of the Indian Young Water Professionals (IYWP) training program in 2022. The project followed a journey outlined within this paper as part of the training program. It utilized the Situation Understanding and Improvement Project (SUIP) as an inquiry‐based learning design program. This initiative facilitated the understanding and implementation of transdisciplinary learning approaches learned during the training program. The SUIP project demonstrated the benefits of incorporating a multi‐criteria framework, known as the [I]NSPECT model, into the decision‐making process. The [I]NSPECT model considers various perspectives, including individual, natural, social, political, economic, cultural, and technical factors. By incorporating these perspectives, the decision‐making process becomes more comprehensive and holistic. Overall, this study highlights the importance of adopting multi‐criteria and transdisciplinary approaches for evaluating irrigation projects. By incorporating diverse perspectives and considering various factors, it becomes possible to enhance the effectiveness of decision‐making processes in the realm of irrigation infrastructure development. The study concluded that the absence of transdisciplinary approaches, the inefficient techno‐managerial performance of governmental workplaces, and the non‐use of technological advancements to the fullest are primary reasons for gaps in the irrigation potential created and utilized in the State.

AbstractThe urgent requirement for transdisciplinary water professionals who can navigate the cascading complexities of water resources in a thirsty, inequitable world is widely acknowledged. To deliver a sustainable water resources sector, current water professionals need to synthesize diverse disciplinary knowledge, develop systemic thinking capabilities, and communicate succinctly with a wide range of water practitioners, policy makers, and a wide range of other stakeholders. In a first‐of‐its‐kind program, the Indian Young Water Professionals (IYWP) training program funded by the Australian Water Partnership and supported by the National Hydrology Program, the Ministry of Jal Shakti, India, aimed to develop these capabilities. Practicing young water professionals from across multiple state water resources departments benefited from this 11‐month program delivered by the Australia India Water Centre over the course of 2022. This reflective inquiry presents the learning from this innovative professional development training program. Adapting educational evaluation conceptual frameworks on boundary‐crossing integrations, the program participants, supervisors, and designers reflect on this transdisciplinary program's epistemic, social and organizational dimensions. We asked ourselves, was this training program successful in developing transdisciplinary water professionals, and what do we need to do to design future programs? Our reflections point to the strength of the inquiry‐based learning design of the program and the Situation Understanding and Improvement Project (SUIP) with the application of the [I]NSPECT model as central in shifting entrenched disciplinary paradigmatic thinking. Underlying this success was the strong organizational network engagement and commitment from multiple sectors at multiple levels across Australia and India. A key challenge was the online delivery of this training across continents, along with an ongoing obstacle for the IYWP participants of balancing demanding professional workplace priorities with academic rigor and training expectations. The face‐to‐face Water Conclave held in Delhi in November 2022 was vital in bringing the cohort together, sharing learning, celebrating achievements, and reflecting on next iterations.

AbstractImproving irrigation infrastructure is important for sustaining food security in developing countries like India. The irrigation potential of a system is estimated at the planning phase using conventional approaches. A mismatch in the irrigation potential planned to be created and the land suitable for cultivation can lead to a gap in the irrigation potential created and utilized, making the scheme unrealistic and uneconomical. This study aims to use geospatial data and geographic information system (GIS) tools to identify land suitable for cultivation when planning an irrigation system. This study was conducted in Telangana State in India, where the projected irrigation potential creation was 5 million ha (Mha). It was observed that the total land suitable for cultivation in the state, considering the soil's topography, and physical and chemical characteristics, is about 6 Mha. Time series of average monthly Normalised Difference Vegetation Index (NDVI) over a 10‐year period was used to identify the critical blocks. The study illustrates how the geospatial data derived from remote sensing and recent GIS tools can aid managers in planning, implementing, and monitoring irrigation projects. The study also demonstrates how long‐term satellite information can be used for regional prioritizationprioritisation for constructing irrigation infrastructure and postconstruction impact assessment. This study was conducted as part of the Young Water Professions (YWP) Training program, which allowed the participants to develop professional competencies and implement their learning in real‐world situations.

AbstractTransdisciplinary approaches in water are important to ensure water security to everyone around the world. Recently, Young Water Professionals (YWPs) training was carried out to impart learning in transdisciplinary approaches. Besides online workshops and lectures, the training program included the Situation Understanding and Improvement Project (SUIP). Through SUIP, YWPs were able to implement the transdisciplinary approaches learnt during lectures and workshops. The SUIP selected by one of the groups of YWPs was related to the flooding experienced by the residents of Chennai, India. Flooding is a very common phenomenon having its occurrence across the world with varying severity and magnitude because of changes to the use of river floodplains, changing the land use pattern, encroachment of waterbodies, and the impact of climate change on water resources. Chennai City in Tamil Nadu, India, with a population of about 6.5 million is facing frequent flooding because of extreme rainfall events and the presence of three rivers within the city and is also facing an acute shortage of water which also needs to be addressed for its sustainable development. This study used transdisciplinary approach to understand 2015 flooding in Chennai and made several recommendations to improve the flood management in Chennai including an early warning system. The YWP training and the concept of SUIP significantly enhanced the outcomes from this study.

AbstractYoung water professionals (YWPs) have a critical role in ensuring how water resources will be managed to contribute towards the 2030 Agenda for Sustainable Development. To address the challenges of climate change, population growth, and urbanization, YWPs require leadership skills, transdisciplinary competencies, technical knowledge, and practical experience. This article presents the India YWP training program, led by Western Sydney University and the Australia India Water Centre (AIWC), aimed at developing a cohort of skilled YWPs and nurturing the next generation of water leaders in support of India's water reform agenda and the National Water Mission. The program engaged 20 YWPs, consisting of an equal gender representation, selected by the Ministry of Jal Shakti from various water management agencies and departments across India. The 11‐month training program was designed to be transformative and interactive, and it used an online platform comprising online lectures, mentoring, and project‐based learning facilitated by the AIWC team. The training methodology focused on engaged learning, incorporating online workshops, Situation Understanding and Improvement Projects (SUIPs), online group discussions, and mentoring. The SUIPs provided a platform for YWPs to work in pairs, receiving guidance from AIWC members, enabling them to develop practical skills and knowledge in real‐world contexts. The program effectively enhanced participants' capacities in project planning, design, implementation, and management, while fostering critical thinking and problem‐solving skills by adopting transdisciplinary approaches. Furthermore, participants demonstrated improved leadership, project management, time management, and communication skills. The training helped YWPs to equip them with a holistic perspective and stakeholder‐focused mindset to address diverse water challenges from a holistic and long‐term standpoint.

AbstractTraining young water professionals in India and many other countries often focuses primarily on technical skills, leaving them ill‐prepared to deal with complex challenges and changing water management practices of the 21st century. Mentoring programs need to be designed to address the gap in competency development by incorporating transdisciplinary projects and activities, team building, professional networking, and relationship‐building. This will equip young professionals with the necessary leadership and managerial skills. Here, we present a case study of the Young Water Professionals (YWP) training program for participants from India, which developed transdisciplinary thinkers capable of leading positive change in the water industry. The YWP training program involved 20 participants under 35 years of age, paired with mentors from Australia and India who were experienced professionals in the water sector. The Mentor role was diverse and included positioning as an educator, sponsor, advisor, advocating agent, role model, coach, and confidante. This diversity of roles and attributes was necessary to support the mentees in their personal and professional development. The transdisciplinarity of the YWP training approach combined mentoring with technical training, experiential learning through situation understanding and improvement (SUIP), and working with client and project partners is expected to benefit the participants' professional outcomes significantly. The mentoring program aided in facilitating the achievement of career goals and improved the ability of participants to manage workplace challenges providing a clearer path for career progression. There were several learnings for future YWP mentoring, including; a hybrid mentoring mode, making online mentoring more interactive and productive and strengthening lines of communication. Overall, the YWP program reinforced the value of mentoring, especially the role of mentoring in enhancing the skills and capabilities of young water professionals and preparing them for future leadership roles in the water industry.