Walk into a classroom at the National University of Laos’ Faculty of Forest Science today, and you will notice something different from a decade ago. Lecturers no longer need to convince students that climate change is real.

“Students today don’t need lectures to prove the climate is changing; they can see it right in front of them, for example, floods, drought, heat waves, etc.,” explains Asst. Prof. Somvilay Chanthalounnavong. “When floods hit, they can trace where the water comes from simply by looking at the soil and sediment mixed into the runoff. The climate crisis is no longer a distant concept; it is local, and it is immediate.”

 Asst. Prof. Somvilay Chanthalounnavong is the Deputy Head of the Dean’s Office at the Faculty of Forestry, National University of Laos, where she oversees international relations and lectures in the Department of Watershed Management and Land Use. Her teaching focuses on Water Resource Management, Watershed Management, and Wetland Ecology and Management. With extensive expertise in water security, climate resilience, and community-based land-use management in the Mekong region, she has led and contributed to numerous research initiatives spanning wetland conservation, peatland ecological services, and sustainable resource allocation supported by international organizations.

Teaching subjects ranging from Water Resource Management, Watershed Management, and Wetland Ecology and Management, Asst. Prof. Somvilay has a front-row seat to how the younger generation engages with natural resource management. Within these courses, concepts like Ecosystem-based Adaptation (EbA) and Nature-based Solutions (NbS), areas she frequently shares expertise in, including previously serving as a trainer for NATURA project capacity-building sessions serve as vital building blocks for practical problem-solving.

Yet, stepping out of the textbook and onto the ground reveals a complex web of modern educational challenges.

FROM THEORY TO THE FIELD

Classroom theory quickly transforms into boots-on-the-ground reality through extensive field activities. Faculty students travel to Sangthong for hands-on forest surveys, observation, and experiments, while also driving community volunteer initiatives focused on biodiversity, wildlife conservation, and waste management awareness.

Efforts are also scaling up to maximize community impact. Current initiatives are moving toward merging separate children and parent outreach programs into unified, intergenerational events. Furthermore, the faculty facilitates two-week intensive workshops that pair local officials directly with communities under NbS frameworks, alongside sending students for hands-on internships at the Department of Land, Department of Environment, and Department of Water Resources, Ministry of Agriculture and Environment.

For their thesis research, students tackle village-scale challenges, studying afforestation, land management, drought mitigation, and utilizing GIS tools to map local landscapes.

Building on this practical foundation, our collaboration with Asst. Prof. Somvilay extends to supporting the faculty’s academic activities. Through the NATURA initiative, we aim to enhance capacity and knowledge exchange by connecting local expertise with international partner universities, ranging from past collaborations with Monash University to upcoming expert exchanges with Auckland University of Technology.

The Real Hurdle: Livelihood and Self-Belief

Despite these rich practical experiences, Asst. Prof. Somvilay points out two massive roadblocks facing students today, particularly those arriving from provincial areas.

The first is a technical and resource gap: limited access to computers, shyness in using shared computer labs, and foundational hurdles in mastering digital tools like GIS.

The second, and perhaps greater, hurdle is psychological.

“Our biggest challenge isn’t just teaching the science, it’s helping students realize that everyday survival, what we eat, how we sleep, earning a living, and managing our daily needs, is directly tied to the environment,” Asst. Prof. Somvilay notes. “Once they realize that environmental problems are actually livelihood problems, everything clicks.“

Even when students understand this connection, a lingering sense of doubt remains. Many struggle to believe that local, grassroots action can truly scale up to solve broader environmental challenges, or that they personally have the tools to make a lasting impact.

CULTIVATING “BOLDNESS” FOR THE FUTURE

Overcoming self-doubt requires more than scientific data; it requires a mindset shift. Dr. Somvilay highlights that future environmental leaders need to possess boldness and the courage to act. They must be willing to express their ideas openly and bridge the communication gap between youth and adult decision-makers. To make a significant impact, the vision must extend beyond the confines of university lecture halls.

“If we want to build a sustainable future, we need to introduce these concepts at an early age,” Asst. Prof. Somvilay suggests. “Children are naturally curious and eager to learn. That is the best time to plant the seed of environmental stewardship, so that by the time they reach university, questioning, problem-solving, and working directly with decision-makers feels entirely natural.”

This story was developed through the NATURA Project, supported by New Zealand’s Ministry of Foreign Affairs and Trade (MFAT) in partnership with the Global Green Growth Institute (GGGI) and the Government of Lao PDR.

Learn more about NATURA project: https://gggi.org/project/nature-based-solutions-for-urban-adaptation-in-lao-pdr-natura-phase-i/