“…To maximize societal gain, these applications can address United Nations Sustainable Development Goals (SDGs) to encourage environmental stewardship, human equality, and a basic standard of living while preserving the functionality of planetary systems that sustain life (Crespo et al, 2017;Filho et al, 2019;Kopnina, 2018). Closely associated with the use of real-world applications for teaching hydrology to geography and environmental science students are class activities (Yli-Panula et al, 2019) intended to provide experiential learning opportunities (Healey and Jenkins, 2000;Ives-Dewey, 2009) such as the use of data and computer programs for analysis of spatial phenomena (Bowlick et al, 2017), field trips (Krakowka, 2012;Lai, 1999;Schiappa and Smith, 2019), fieldwork (Elkins and Elkins, 2007;Mol et al, 2019;Ramdas, 2019), case studies (Hofmann and Svobodová, 2017), and guest lectures (Graham et al, 2017;Hovorka and Wolf, 2019). Experiential activities encourage critical thinking related to the environment (Hofreiter et al, 2007), increase an appreciation of landscapes and physical land surface processes (Karvánková et Published by Copernicus Publications on behalf of the European Geosciences Union.…”