The research team, led by Thomas Reimann of TUD Dresden University of Technology together with Eileen Poeter of the Colorado School of Mines, Ty Ferré of the University of Arizona, Rudolf Liedl, and colleagues across Germany, Sweden, Austria, Spain, Canada, and the United States, set out to tackle a stubborn pedagogical problem. Hydrogeology demands an unusually broad set of competencies: field and laboratory methods, plus quantitative analysis grounded in advanced mathematics, physics, and chemistry. It is typically taught inside geology, environmental science, or civil engineering programs, where it often receives less emphasis than other topics. Meanwhile, the subsurface processes at the heart of the discipline, including recharge, groundwater flow, and solute transport, occur across spatial and temporal scales that resist direct observation, forcing learners to reason about an invisible system through conceptual and mathematical representations.

Traditional teaching tools, from lectures to problem sets to laboratory demonstrations, convey theoretical foundations well but struggle to represent dynamic, hidden system behavior. Field courses and hands-on laboratory sessions are highly valued by learners, but access to suitable sites, equipment, and facilities is frequently constrained by cost, logistics, and availability, particularly in continuing education and distance learning. The authors argue that this is precisely where the ongoing digital transformation of higher education, combined with accessible hardware and the maturation of open-source scientific software, changes the equation.

The study provides an overview of interactive applications built primarily with Python embedded in HTML/CSS or JavaScript, and introduces the frameworks used to develop and deploy them. Three technologies anchor the approach. Jupyter Notebooks combine executable code, explanatory text, and graphics within a single interactive document, making them ideal for stepwise exploration in which learners connect equations, algorithms, and outputs. Streamlit, a newer dashboard-oriented framework, simplifies browser-based deployment so educators can build polished applications with sliders, input fields, and integrated text without exposing source code to users. Bokeh, a Python and JavaScript visualization library, supports both client-side and server-side callbacks, enabling lightweight, responsive interactive plots that can be embedded in existing web pages or run as standalone documents that work entirely offline.

Why Python? The language is free, platform-independent, and backed by more than three decades of development and an ecosystem of over seven million packages, many of them maintained with long-term sustainability by organizations such as NumFOCUS, which sponsors core scientific libraries including NumPy, SciPy, and Pandas. That maturity, the authors note, removes licensing and resource barriers that often limit the spread of specialized educational software, and lets educators extend existing applications with just a few lines of code to add data, modify equations, or adapt visualizations. The applications read standard hydrogeology formats, from CSV files to shapefiles and rasters, and are hosted openly on GitHub under permissive CC BY-SA 4.0 licenses, allowing free reuse, modification, and even commercial use with attribution.

The showcase of applications demonstrates how the frameworks translate theory into intuition. The Pumping Test Module, developed for The Groundwater Project, walks learners through radial flow to wells and classical analytical solutions such as those of Theis, Hantush-Jacob, and Neuman. Users drag sliders to vary transmissivity, storativity, or pumping rate and watch drawdown curves respond instantly, building a feel for aquifer behavior and parameter sensitivity. The module includes synthetic datasets, real field measurements from a Swedish pumping test, and an option to upload the user’s own data, so the same interface serves both as a teaching tool and a lightweight professional analysis instrument. Its extended version shows how analytical solutions can be used to verify numerical groundwater models, linking theory, implementation, and model evaluation in one environment.

A companion Boundary Condition Module confronts one of the most abstract aspects of groundwater modeling: how conceptual boundaries such as specified head, specified flux, and mixed conditions are implemented in numerical codes like MODFLOW. Interactive flow-versus-head plots respond as learners adjust hydraulic heads, conductance, and boundary-specific values, while embedded exercises and automated self-assessment questions guide them through model design decisions. Other resources widen the scope further. The interactive groundwater book, developed at TU Dresden, compiles more than thirty Jupyter notebooks into a complete graduate-level course hosted on GitHub pages, in continuous classroom use since 2021. A Bokeh-based Van Genuchten Explorer visualizes the relationship between soil type, water content, and matric potential, while Green–Ampt infiltration apps, available as both Jupyter Notebooks and Streamlit apps, let students discover how infiltration rates start high and asymptotically approach the saturated hydraulic conductivity, with curves they can save and compare across parameter settings.

Perhaps the most striking evidence of impact comes from the mine dewatering exercise, a Streamlit app designed for undergraduates with little or no hydrology background. Within a single class period, students without the theoretical apparatus for conventional pumping test analysis could run sensitivity analyses and grasp how the shape of a drawdown cone changes with transmissivity, storativity, and pumping rate. By the third lecture, they were assigning costs to drawdown and benefits to dewatering, weighing tradeoffs among pumping scenarios that affected stakeholders at different distances from the well. As Ty Ferré described the experience, the Streamlit apps lowered the technical bar, allowing students to consider the impacts of pumping on multiple stakeholders and to spend more time thinking about the multiple stakeholder optimization problem. Students highlighted that the browser-based format meant nothing had to be installed on their own computers.

The apps have been in real classrooms since 2019, embedded in the master-level groundwater module at TU Dresden, in bachelor and master hydrogeology courses at the University of Gothenburg, and since 2024 at the SYMPLE School of Hydrological Modeling. Three usage modes have emerged: synchronous teaching, where instructors manipulate interactive figures live during lectures; asynchronous self-paced learning, where step-by-step explanations and automated feedback accommodate heterogeneous learning speeds; and professional development, where practitioners use the modules as compact analytical tools. The pedagogical structure follows Bloom’s taxonomy, addressing knowledge and comprehension at the undergraduate level and progressing to interpretation, synthesis, and evaluation for graduate and professional learners. Student feedback reported in the study points to the immediacy of visual feedback and the ability to experiment with parameters as key strengths, while instructors found the tools effective for surfacing and correcting misconceptions early.

The challenges that remain are largely practical rather than conceptual: stable internet access, server capacity during large simultaneous use, and the need for educators to frame interactive exercises within clear learning objectives rather than leaving them as stand-alone demonstrations. The authors also see room for growth, including micro-credential integration, learning-management-system compatibility, multilingual translations, and systematic evaluation of long-term learning outcomes. The deeper promise, they conclude, extends beyond hydrogeology. Because the tools are open-source and platform-independent, they offer unrestricted access for institutions with limited budgets and a transferable template for other engineering and natural science fields. At a moment when groundwater scarcity is intensifying worldwide and AI-driven workflows are reshaping scientific practice, a generation of learners who can both understand invisible aquifers and write the code that models them may prove to be one of the most consequential outcomes of open education.

Subject of Research: Interactive open-source educational applications for hydrogeology and groundwater management education

Article Title: Interactive educational applications for hydrogeology and groundwater management

Article References: Reimann, T., Poeter, E., Ferré, T., Merritt, G., Giese, M., Wallenberg, N., Barthel, R., Grießer, E., Birk, S., Bertran, O., Fernàndez-Garcia, D., Yadav, P. K., & Liedl, R. (2026). Interactive educational applications for hydrogeology and groundwater management. Hydrogeology Journal. https://doi.org/10.1007/s10040-026-03149-5

Image Credits: AI Generated

DOI: 10.1007/s10040-026-03149-5

Keywords: groundwater, hydrogeology, Python, open educational resources, interactive learning, Streamlit, Jupyter, Bokeh, groundwater modeling, pumping test, MODFLOW, water education