The increasing demand for lithium as a critical resource for energy transition technologies necessitates a comprehensive understanding of its environmental impacts, particularly on water resources. This study presents a pedagogical framework that integrates technical, environmental, and policy perspectives to support interdisciplinary sustainability education. Focusing on case studies from the United Kingdom and Türkiye, it explores how different lithium extraction pathways influence water consumption, water scarcity, and overall environmental sustainability across contrasting geological and regulatory contexts.

In the UK, lithium extraction is derived from both primary hard rock sources, such as lepidolite-bearing granites in Cornwall, and secondary geothermal brines. In Türkiye, the emphasis is on geothermal lithium production using Direct Lithium Extraction (DLE) methods, including adsorption, ion exchange, and membrane technologies. These approaches are compared with conventional evaporation-based techniques, which involve prolonged processing times and significant water loss.

Using water footprint assessment, the study evaluates total and freshwater use, brine abstraction, and associated environmental risks. By integrating insights from literature, industry, and policy sources, the project highlights trade-offs between extraction efficiency and water impacts. The resulting framework supports the development of interdisciplinary skills and aligns sustainability education with emerging industrial and policy needs.

Building on outputs from a Global Engagement Fund project and associated student research, This work provides an adaptable, practice‑oriented approach for strengthening sustainability‑focused education. It highlights opportunities for aligning curricula with emerging industrial, environmental, and societal needs.