In the face of escalating climate pressures and resource scarcity, the transition toward a circular water economy (CWE) has emerged as a critical sustainability strategy within the European Union. However, this transformation demands not only technical innovation; it also depends on education that prepares future water professionals to implement, upscale, maintain and adapt these emerging technologies. This thesis investigates the role of EU higher education in enabling that transition, examining how water engineering curricula can move beyond traditional linear paradigms to embrace the systems thinking, interdisciplinary collaboration, and reflective practice required for circularity practices.

Drawing on a systematic literature review, curricular analysis of EU Master’s programs, and empirical insights from expert interviews, the research identifies gaps in current educational practices for educating water professionals. CE principles remain largely absent from mainstream water engineering education, while essential competencies to execute those practices—such as Interdisciplinary collaboration, systemic insight, and reflective practices—stay underdeveloped. The study synthesizes these findings into a comprehensive conceptual framework that outlines core education concepts and links them to learning objectives and teaching methods.

By reframing education as a key enabler of circular transformation, this research contributes to both education for CE and the operationalization of circular water systems. It provides practical guidance for educators, institutions, and policymakers aiming to align academic training with the needs of a resilient, resource-conscious water future—shaping not only professional practices but also the underlying ways we think about them.