Showing papers by "T. G. Sitharam published in 2023"

Mechanical, Microstructural, and Durability Properties of Soil Stabilized with Alkali-Activated Jarofix for Road Applications

Abstract: In this study, we investigated the feasibility of jarofix [a zinc (Zn) smelter by-product] as a potential geopolymer binder in soil stabilization for road applications. Different combinations of soil–jarofix (SJ) mixtures were prepared using sodium hydroxide (NaOH), sodium silicate (Na2SiO3), and a combination of NaOH + Na2SiO3 as alkali activators. Unconfined compressive strength (UCS) tests were performed to examine the mechanical performance of SJ mixtures, and the effects of the jarofix content, curing conditions, and curing time were investigated. Changes that occurred during the geopolymerization process were further corroborated using field-emission scanning electron microscope (FESEM) images and energy-dispersive X-ray spectroscopy (EDS) analysis. Durability tests were also performed to examine the weathering resistance of selected SJ mixtures against 12 cycles of alternating wetting and drying. Based on the experimental results, the compressive strength of bare soil was increased 8.8 times, from 0.31 to 2.75 MPa, under ambient curing (AC, at 27 ± 2°C) conditions and 6 times, from 1.1 to 6.55 MPa, under dry curing (DC, at 60°C) conditions. This increase in compressive strength was attributed to the formation of sodium alumino-silicate hydrate (N–A–S–H) gel structures during the geopolymerization process, which led to a compact soil matrix, as confirmed by the FESEM images. The specimens cured under DC conditions showed greater strength improvement than those cured under AC conditions owing to the faster rate of the geopolymerization reaction at elevated temperatures. In addition, the Na2SiO3 and NaOH + Na2SiO3 solutions were found to be the most efficient alkali activators for the SJ mixtures cured under AC and DC conditions, respectively. This durability study revealed that the alkali-activated SJ mixtures exhibit a significantly smaller loss in mass than bare soil when exposed to 12 cycles of alternating wetting and drying. Moreover, the specimens cured under DC conditions were found to be more resistant to weathering than those cured under AC conditions. Overall, soil amended with 15% jarofix (through alkali activation) satisfies the minimum strength and durability criteria recommended by Indian standards for its use as a subbase and subgrade material. The current study shows that jarofix has the potential to be used as a geopolymer binder for soil stabilization, which can help the mining sector in minimizing the volume to be stored in tailings storage facilities.

An innovative and simple approach for predicting tunnelling-induced ground movements semi-analytically

Abstract: ABSTRACT A semi-analytical elastic solution for predicting tunnelling-induced ground movements in clayey media is presented in this study. This study modelled the non-uniform ground movements (or non-uniform ground loss) around the tunnel cavity using the Gaussian distribution function. A new approach is proposed to model the tunnel peripheral displacements other than the simplistic trigonometric functions. It is shown that by modelling the ground loss in an elliptical fashion, (i) better prediction of ground surface settlements is obtained compared to the circular ground loss in some cases, while (ii) in other cases, circular ground loss gives better predictions. This indicates that both these approaches should be used to predict the ground surface settlements. Further, the ground displacements observed in East-West Metro, Kolkata, are discussed as a case study. The semi-analytically obtained displacements give good conformity with the observed field measurements in East-West Metro. This solution is much simpler to follow and can be easily employed in a code compared to the complex variable method or airy stress function method.

Training young water professionals in leadership and transdisciplinary competencies for sustainable water management in India

Abstract: Young 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. 摘要 青年水务专业人员 (YWP)在“确保如何管理水资源以期促进《2030年可持续发展议程》”方面发挥着关键作用。为了应对气候变化、人口增长和城市化造成的挑战, YWP需要领导力技能、跨学科能力、技术知识和实践经验。本文介绍了由西悉尼大学和澳大利亚-印度水资源中心 (AIWC)共同领导的印度YWP培训计划, 旨在培养一批熟练的YWP并培养下一代水资源领导者, 以支持印度的水资源改革议程和国家水任务。该计划招募了20名由印度Jal Shakti部从印度各地水资源管理机构和部门中选出的YWP (男女各10名)。 为期11个月的培训计划的设计模式具有变革性和互动性, 它使用了一个由AIWC团队协助的在线平台, 包括在线讲座、指导和基于计划的学习。培训方法侧重于参与式学习, 包括网络研讨会、场景理解和提升计划 (SUIP)、网络小组讨论、以及指导。SUIP为YWP提供了一个配对工作的平台, 同时接受AIWC成员的指导, 使其能够在现实情境中发展实用技能和知识。 该计划有效提高了参与者在项目规划、设计、实施和管理方面的能力, 同时通过采用跨学科方法培养了批判性思维和解决问题的能力。此外, 参与者证明了更好的领导技巧、项目管理技巧、时间管理技巧和沟通技巧。培训帮助YWP培养整体视角和以利益攸关方为中心的思维方式, 以期从整体和长期的角度应对不同的水资源挑战。 跨学科方法, 领导力发展, 澳大利亚-印度水资源中心, 培训, 水资源管理, 青年水务专业人员。 Los jóvenes profesionales del agua (YWP) tienen un papel fundamental para garantizar cómo se gestionarán los recursos hídricos para contribuir a la Agenda 2030 para el Desarrollo Sostenible. Para abordar los desafíos del cambio climático, el crecimiento de la población y la urbanización, los YWP requieren habilidades de liderazgo, competencias transdisciplinarias, conocimientos técnicos y experiencia práctica. Este artículo presenta el programa de capacitación de YWP de India, dirigido por la Universidad de Western Sydney y el Centro de Agua de India de Australia (AIWC), cuyo objetivo es desarrollar una cohorte de YWP calificados y nutrir a la próxima generación de líderes del agua en apoyo de la agenda de reforma del agua de India y el National Misión Agua. El programa involucró a 20 YWP, que consisten en una representación equitativa de género, seleccionados por el Ministerio de Jal Shakti de varias agencias y departamentos de gestión del agua en toda la India. El programa de capacitación de 11 meses fue diseñado para ser transformador e interactivo, y utilizó una plataforma en línea que comprende conferencias en línea, tutoría y aprendizaje basado en proyectos facilitado por el equipo de AIWC. La metodología de capacitación se centró en el aprendizaje comprometido, incorporando talleres en línea, Proyectos de mejora y comprensión de la situación (SUIP), discusiones grupales en línea y tutoría. Los SUIP proporcionaron una plataforma para que los YWP trabajaran en parejas, recibiendo orientación de los miembros de AIWC, lo que les permitió desarrollar habilidades y conocimientos prácticos en contextos del mundo real. El programa mejoró efectivamente las capacidades de los participantes en la planificación, el diseño, la implementación y la gestión de proyectos, al tiempo que fomentó el pensamiento crítico y las habilidades de resolución de problemas mediante la adopción de enfoques transdisciplinarios. Además, los participantes demostraron habilidades mejoradas de liderazgo, gestión de proyectos, gestión del tiempo y comunicación. La capacitación ayudó a los YWP a equiparlos con una perspectiva holística y una mentalidad centrada en las partes interesadas para abordar diversos desafíos del agua desde un punto de vista holístico y a largo plazo. enfoque transdisciplinariodesarrollo de liderazgoAustralia-India Water Centrecapacitacióngestión del aguajóvenes profesionales del agua India faces severe water challenges, with demand expected to increase substantially by 2030 (Kumar et al., 2022) unless major water management initiatives are undertaken. With the rapid growth of India's population coupled with changing climate scenarios, surface and ground water resources will face continued challenges. The increasing water demand is already impacting drinking water supplies and water for agriculture. Climate change is likely to exacerbate the water scarcity problem with increased instances of droughts and floods. Water quality degradation is another major challenge due to the pollution from industry, agriculture, and urban development. It will impact the livelihood of communities and the liveability of towns and cities. There will be challenges in maintaining and upgrading water infrastructures in both urban and rural areas to cope with water shortages, flooding, and other water-related disasters. Water scarcity can potentially increase competition for water access and cause conflicts between states and regions and even with neighboring countries (Joy et al., 2020; Kalair et al., 2019). These challenges highlight that water management is no longer a technical task but has social, environmental, economic, policy, governance, political, and cultural dimensions. Hence, these challenges mean there is a need for transdisciplinary thinking and appropriate competencies and skills for water professionals to tackle future water challenges. The main principles of transdisciplinary thinking require starting with a socially relevant problem, collaboration, and participation between academic disciplines and diverse stakeholders, including community, government and non-government sectors, and the contribution to substantial knowledge about the issue (practical experience, scientific models, and results) and approaches (e.g., action research). Transdisciplinary thinking goes beyond other approaches (multi-disciplinary or interdisciplinary) to problem-solving. Transdisciplinary thinking involves integrating knowledge and methods from multiple disciplines, but we also aim to transcend our disciplinary boundaries altogether. The focus is to create a holistic understanding of complex problems by engaging stakeholders from various sectors, including academia, industry, government, and civil society. The goal is to generate new knowledge and develop innovative solutions that address real-world issues by considering multiple perspectives and dimensions, such as social, cultural, environmental, policy, and ethical factors. By its very nature, transdisciplinary thinking and approaches often require a high level of collaboration, cooperation, and co-creation of ideas and knowledge by stakeholders throughout the entire research or problem-solving process. (Camkin & Neto, 2013; Ghodsvali et al., 2019; Icyimpaye et al., 2022; Mejía et al., 2023; Pohl & Hirsch Hadorn, 2007; Studer & Pohl, 2023). The training of water professionals in the past has mainly been dominated by the old paradigms of engineering-based interventions to water issues and challenges. However, to tackle the complex water problems of the 21st century, YWPs need to be problem solvers, critical thinkers, effective communicators, and agents of change and consider multiple objectives, such as social, environmental, and economic objectives (Dehnavi & Al-Saidi, 2020; Lieblein et al., 2008; Nienaber & Jacobs, 2010; Maheshwari et al., 2014; Goedecke, 2015: Arora et al., 2015). One of the major benefits of the transdisciplinary approach is that it provides a platform for innovation and new concepts for transformation and change. Transdisciplinary thinking and practices can help the YWPs, who have qualifications and experience in a technical area, to think more broadly about a complex situation. Further, the approach can help develop new knowledge, skills, and thinking styles in YWPs to meet the world's increasingly complex water-related challenges (Camkin & Neto, 2013; Icyimpaye et al., 2022). A large percentage of India's current population is young, having almost two thirds of its population in the working-age bracket of 15–59 years. Globally, about 40% of the population is under 25 years of age (Ioannidis, 2020). However, in the case of India, more than 50% of India's population (>500 million) is below 25 years (Senapati et al., 2022). The water challenges mentioned earlier and demographic characteristics suggest that investment in the next generation of water managers and leaders will be critical. Well-designed training and capacity-building programs can equip young water professionals to tackle water issues and challenges innovatively and effectively. Additionally, if trained in leadership and transdisciplinary approaches, YWPs can bring the much needed change in the workplace to tackle new and intractable water challenges of the 21st century and motivate and excite the next generation of water professionals to pursue the path of sustainable water management. The YWPs have a critical role in ensuring the sustainable management of water resources for sustainable future development. For this to happen, YWPs will need appropriate leadership and transdisciplinary competencies, technical knowledge, discipline-based skills, and real-world experiences to meet the future challenges of a changing climate, population growth, and urbanization (Maheshwari, 2023). As the water sector evolves with new management challenges, preparing YWPs who know “what to do” and “how to lead and bring sustainable change” is crucial. An innovative YWP training can ensure that new knowledge and best practices are effectively passed on to the next generation of water professionals. A well-designed training can help encourage innovation, fresh perspectives, and innovative ideas for the water sector and support the development of sustainable water management solutions. Therefore, it will be critical to provide appropriate training to today's YWPs as future water leaders and managers of the country (Cotton, 2021; Etgen et al., 2021; Goldman, 2021; Maheshwari et al., 2020). The India Young Water Professionals training program was funded by the Australian Water Partnership (AWP), the Government of Australia, and supported by the Ministry of Jal Shakti and the National Hydrology Program, India. The program commenced in December 2021, during the COVID-19 pandemic, when travel restrictions were in place. Western Sydney University led the program for the Australia India Water Centre (AIWC, www.aiwc.org.au). A total of 20 YWPs, 10 women and 10 men under 35 years of age working in government agencies across India, were selected by the Ministry of Jal Shakti for this training. The training program was online by necessity and designed to encourage interactive learning with an emphasis on “learning by doing.” For this reason, the training had approximately 20% of the time commitment to online lectures, 20% to mentoring, and 60% to project-based learning supported by the bilateral AIWC teaching and learning team. Delivery of the course was through a range of modes with a focus on engaged learning: (i) online workshops, (ii) Situation Understanding and Improvement Project (SUIP), (iii) online group discussion and facilitation, and (iv) mentoring. This program aimed to build a group of trained young water professionals and the next generation of water leaders to support the water reform agenda and the National Water Mission of the Government of India. The SUIP was the training program's engine room. The YWPs devoted a significant part of their effort and time commitment (up to 60%) to developing their competencies and leadership qualities suitable for future tasks and workplace needs. Participants worked on a group project (two persons per group) over 10 months. They selected a SUIP topic relevant to the Ministry of Jal Shakti, the National Hydrology Project or their workplace. The SUIP provided a real-world experience and a platform to understand and develop solutions for a complex water management situation. Each project proposal was vetted for quality and feasibility, and each SUIP had a client interested in the SUIP and who could implement the project findings. Each SUIP also had two academic supervisors, one from Australia and the other from India, with regular formal and informal meeting arrangements. The competency and leadership development through SUIP was supported through regular online workshops on relevant topics, coaching, mentoring, and some hands-on activities. The YWP program was designed to develop transdisciplinary and systemic thinkers capable of identifying and improving a problematic situation. Transdisciplinary thinking involves thinking across disciplines by taking a broader understanding. The framework that helped the YWPs develop transdisciplinary thinking was the INSPECT—Investigate a situation's Natural, Social, Political, Economic, Cultural, and Technological perspectives (Bawden & Packham, 1993). Using the INSPECT model as an inquiry framework, YWPs were inspired to think about their SUIP from multiple dimensions of sustainability. This multi-perspective approach of the INSPECT was an integral part of the SUIP. A dedicated online learning portal using OpenLearning (https://www.openlearning.com/) was developed and offered the YWPs access to reading materials, videos, and presentations. It was continuously updated and used by the YWPs to access recorded lectures, workshops, and meetings. Other resources on the web portal included additional required reading materials, videos, website links, and optional reading lists. Another dimension of the web portal was the ability for the YWPs to share their resources and provide comments and further information directly to the website. A module with papers and guidelines was made available to help develop their personal brand and portfolio and communicate that to the outside world through social and business networks. The purpose of the portfolio of the YWPs was to demonstrate their strengths and professional development and use it for their career advancement. Sections on the OpenLearning Platform included Transdisciplinary Approaches to Water; SUIP; Professional Development; Your Personal Brand and Portfolio; Water and Society; Review Workshops; and Miro Board Discussion Topics. A YouTube channel was specially developed for this YWP training program, and the recorded videos were made available. Some examples of topics covered in training and made available on the platform are given in Figure 1. A total of 32 workshops were delivered across the YWP program. Each workshop included two 1-h sessions, with one speaker presenting on a specific topic. The content of each workshop was designed to offer YWPs both technical and diverse theoretical information. It offered insights into recent and current research in Australia and India. The speakers provided links to resources and tools that can be applied to the SUIP or their work situations. Workshops also covered information on professional leadership, transdisciplinary approaches, developing SUIP and working with a client, and technical topics related to sustainable water resources management. Workshop videos were made available on the OpenLearning platform, and workshops resulted in 60 h of training videos. Based on the feedback from the YWPs, the interactive approach used in the workshop presentations worked very well. The workshops topics included wastewater treatment; theories and processes for working on situations using a transdisciplinary approach; models for using recycled water and case studies; groundwater modeling and mapping; urban water challenges, barriers, approaches and opportunities; benefits and challenges of integrated urban/peri-urban water management; identifying scalable and sustainable responses in agriculture and food security; managing stormwater for water security; navigating science-policy boundaries; water, agriculture and food nexus; drinking water supply systems—challenges and solutions; climate change; and World's Water Footprint—challenges and opportunities. In addition to covering technical topics, workshop sessions also covered human research ethics, which guided the YWPs on working with communities and gathering information for SUIPs; citizen science theories, models, and guidelines; social research tools and methods; connecting with communities—engagement and participation; water; and well-being. These workshops supported the YWP's use of transdisciplinary approaches that can be used in the SUIP and their work projects. Monthly mentoring and supervision meetings were run during this training program to facilitate the learning and development of the participants to design and lead future water projects in their workplaces and career development. Mentors and project supervisors were assigned to each SUIP project group, consisting of two trainees per SUIP, to support YWPs' learning and development. A total of 20 mentors (10 each from Australia and India) and 20 supervisors (10 each from Australia and India) were recruited. Both mentors and supervisors are recruited from within members of AIWC partners and their network and have substantial water industry experience as mentors and research and development experience as supervisors. The role of a mentor was to offer support and guidance to the YWP in their current work role and be someone through whom the YWP can explore professional challenges and opportunities. The mentor was a source of wisdom by sharing experiences and providing feedback and advice. The role of a supervisor was to guide the participants through the project by regularly reviewing their progress and providing advice on planned activities. This support also involved providing information and feedback and referring them to relevant literature and resource people. During the training program, one session was dedicated to mentors sharing wisdom about their career development and insight into managing challenges and working with people. Similarly, one session included supervisors discussing water careers and project management advice. The YWPs' project-based learning was supported through monthly 2-h meetings called SUIP clinics, in which YWPs shared their progress and discussed achievements and challenges. The first hour allowed for a whole YWP group discussion where broader content applicable to all YWP was delivered, and the second hour was where the individual YWP project teams met in separate breakout rooms to talk in detail about the specific projects and get direct feedback from their assigned SUIP supervisors. YWPs delivered regular project updates, and SUIP supervisors offered helpful advice and support. In between these formal meeting arrangements, YWPs would undertake specific on-ground project work, undertake site visits, and meet with clients and stakeholders to discuss the project directions (Figure 2). As part of this process, YWPs produced literature reviews and prepared proposals for future fieldwork, which were evaluated by SUIP supervisors with feedback provided. In preparation for socio-economic data collection for their SUIP, YWPs were guided to prepare and submit a Human Ethics application for approval by the Human Ethics Committee of Western Sydney University. Following the commencement of the fieldwork component, progress updates by YWPs in their SUIPs were supported through a series of online workshops on relevant topics, coaching by supervisors and some hands-on activities. YWPs gave an update on their project by outlining their progress and future planned activities. They also talked about challenges and achievements. The clinics provided an opportunity to listen to other SUIP projects and get feedback from other YWPs and supervisors. The clinics also allowed YWPs to see how other project groups were progressing and benchmark against fellow YWPs, which served as a motivator in progressing their SUIP investigations. The SUIP helped YWPs research real-world situations and understand and improve the situation while internalizing water management concepts and approaches, dealing with complexities, communicating with the SUIP client, and leading and conducting a case study from start to finish. In completing the SUIP, participants developed the confidence to work on a project independently and acquired skills and competencies in critical thinking, communicating, researching, leading, and project management. The transdisciplinary approach and multi-perspective analysis used in the SUIP improved understanding of the wider issues of YWPs chosen topic, which importantly included gender, equity, diversity, and social inclusion (GEDSI) aspects. This INSPECT analysis then helped YWPs to develop holistic and realistic options and strategies for implementation by the client. Peer-to-peer learning also occurred during the SUIPs and was an important support network and benchmarking between YWPs. A critical outcome of this activity has been YWP's increased grasp of the transdisciplinary approach and its ability to design projects for practical outcomes. Overall, the SUIP helped transform YWPs as transdisciplinary water professionals, future water leaders, and life-long learners. When I met my client during a field visit, I realised that the scale of the problem differed for different sections of society. When I interacted with villagers, they had different perspectives on the solution. I came to the village with what I thought was the technical solution, and once I understood their needs, I realised a different solution that was more aligned with their needs. It was a better option for them. Also, the solution was more cost-effective. Transdisciplinary thinking and learning is not a replacement for established disciplinary practices but a complementary approach that supplements disciplinary viewpoints with new knowledge practices. Involvement in the SUIP helped YWPs to develop confidence and skills in communication, project management and working with stakeholders (clients, farmers, and villagers). Several YWPs commented that working with people on the ground who were experiencing a water issue helped them to appreciate and understand the importance of developing feasible and practical strategies. The field visits enabled them to get a better picture of the situation. At the end of the 10-month training, the Water Conclave in Delhi culminated the SUIP work and the training program (Figures 3 and 4). The YWPs reflected on their learning experience and development over 10 months. The Conclave included a review of the program to inform future programs. All YWPs gave short presentations of their SUIP, including actions and recommendations for their SUIP client. Since the training was virtual before the Conclave, YWPs could meet in person at the Conclave with the other YWPs, supervisors, and mentors and develop future networks and collaborations. A ceremony was held where they received certificates of training completion in the presence of officials from the Ministry of Jal Shakti, dignitaries and program sponsors. As this training program was about transdisciplinary competencies, we focused on “outside the technical knowledge box” learnings in the evaluation. We explored how YWPs had developed as critical, systemic, and transdisciplinary thinkers to lead sustainable water management practices in their workplace. The evaluation was based on six indicators listed in Figure 5, and evidence for these indicators was collected in the Water Conclave in New Delhi. To better evaluate the potential learning outcomes, we collected qualitative and quantitative information complemented by narratives that capture “lessons learnt” and suggested changes to the project. The key evaluation performance questions aligned with the theory of change (Taplin & Clark, 2022). Detailed feedback from YWPs is summarized below under different areas of their development during this training program. The YWPs, through this training, were able to develop technical skills in several aspects of water management relevant to their future work. The key areas in which they strengthened their technical capacity included equity in water access, urban wastewater management, water governance, groundwater modeling, development of coastal reservoirs for water security, and wastewater treatment techniques. Other topics included managed aquifer recharge, participatory water management, and stakeholder engagement in water projects. The YWPs found SUIP very engaging in the training program, which helped them to contextualize the theory. One YWP mentioned, “the SUIP was very interesting as it provided me with a greater understanding of the complexity of the water problem.” They learnt how to engage stakeholders, bring different perspectives together, and find a pathway to improve a problematic situation. The SUIP helped them have an open mind about problematic situations and possible pathways to improve the client's situation. It helped them to learn that leadership is about enabling a process of bringing positive and sustainable change. The YWP training program strengthened YWPs' professional practice of sustainable water management in several ways. The training helped the YWP realize the need for analyzing a complex problem using transdisciplinary and systemic approaches. The INSPECT analysis was a valuable framework for understanding the key aspects of the problematic situation and situation improvement. Using such approaches changed their project vision and helped them see people's perspectives at the grassroots level. The training helped them realize the importance of involving stakeholders in understanding the problem and working towards improved water management practices. The training has also improved their skills in formulating project ideas, managing project tasks, maintaining professional ethics, keeping a work-life balance, and leading projects from start to completion. By working with clients and other stakeholders, the training improved their confidence to communicate with different stakeholders and their ability to manage conflicts in project work situations. The training facilitated YWPs to recognize their professional strengths and future capacity-building needs through developing a professional portfolio. In particular, the training helped them to understand the importance of professional networking and the value of interaction with professionals in their work for lifelong learning and career advancement. Specific workshops during the training program helped them to understand their strengths and weaknesses and identify specific needs for ongoing skills development and training. The training program strengthened YWPs' workplace critical thinking and problem-solving skills. It provided the YWPs with opportunities to develop skills for “out of the box thinking,” and they learnt that understanding cultural and societal perspectives is critical in achieving sustainable water management. This thinking meant they transitioned from a technical focus on solving a problem to thinking holistically and systemically to improve a problematic situation. Through this training, a significant developmental change in YWPs was transitioning from a technical approach to a transdisciplinary approach to water management. Water challenges are now multi-dimensional and require innovative approaches to achieve sustainable solutions. The YWPs will have a critical role in tackling future water challenges. However, they need appropriate leadership and transdisciplinary competencies, technical knowledge, skills, and experience to meet the future challenges of a changing climate, population growth, and urbanization. The YWP training program was conducted over 11 months and was successful and impactful. It was a piloting of a unique training program that focused on the following key competencies to help build leadership and effective water professionals for their future workplace: (i) problem-solving, (ii) transdisciplinary and systemic thinking, and (iii) effective communication. The experience from the training highlighted that online interactive workshops for the training are effective but in-person training is also critical for effective program delivery. Therefore, a hybrid training program combining in-person and online training can be more cost-effective and appropriate for achieving desired outcomes. The ongoing support through a dedicated training facilitator, an effective online training portal, and the provision of learning resources was critical for the success of the YWP training program. The continued evolution of program design and commitment from supervisory members and participants made the YWP successful. Transdisciplinary competencies and their practical application to the real-world will surely see continued success as India embraces the challenges of sustainable development, livelihood, and well-being of communities. We thank the National Hydrology Project, the Department of Water Resources, River Development and Ganga Rejuvenation, the Ministry of Jal Shakti, the Government of India, and the Australian Water Partnership (AWP) for their support throughout the training program. In particular, we thank Ms Debashree Mukherji, Mr Subodh Yadav, Mr Anand Mohan, Dr Raja Ram Purohit, and Mr V. Srinivasulu from the Ministry of Jal Shakti and Ms Sarah Ransom, Mr Rohan Kent, Mr Vijay Kumar, Mr Lachlan Prien, and Ms van Duong from Australian Water Partnership for their help in the success of this program. Thanks to all the YWPs and mentors for participating in the program and sharing their experiences of the mentoring journey. Particular thanks are due to all the mentors and SUIP supervisors for their support and input in the mentoring program. The Department of Foreign Affairs, Government of Australia, provided the funding through the Australian Water Partnership for the YWP training program. Open access publishing facilitated by Western Sydney University, as part of the Wiley - Western Sydney University agreement via the Council of Australian University Librarians.