Integrating Climate Change and Flood Risk Analysis into Engineering Education: A Case Study from Antananarivo, Madagascar

In the face of intensifying climate change, engineering education must equip future professionals with the skills needed to address complex environmental challenges, particularly in vulnerable regions.This study presents a case-based pedagogical approach that integrates long-term rainfall data analysis and hydrological modeling to enhance climate risk awareness, data literacy, and adaptive infrastructure design capacity among engineering students.Focusing on Antananarivo, Madagascar, one of the countries most exposed to climate-related impacts, this study incorporates statistical and spatial analyses of daily rainfall data from 1990 to 2024 to investigate urban flood risk and drainage system vulnerabilities.Students apply the Generalized Extreme Value (GEV) and Gumbel distributions to evaluate trends and extreme rainfall events under non-stationary climatic conditions.The Mann-Kendall test indicates no statistically significant monotonic trend in annual maximum rainfall (Z 0.29, p 0.77); however, extreme-value analysis projects a notable intensification of rare events.The 100-year rainfall is projected to increase from 140.82 mm in 1990 to 163.92 mm by 2100, highlighting increasing flood risk in the urban environment.Geographic Information System (GIS) tools are used to spatially analyze drainage networks in relation to topography, land use, and soil characteristics.Flood scenarios are further examined using Rainfall-Runoff-Inundation (RRI) modeling.By grounding abstract climate concepts in locally relevant data, this pedagogical model promotes critical thinking, analytical reasoning, and systems-based problem solving, while supporting interdisciplinary learning in engineering education.The paper primarily presents the design and classroom implementation of the case study, illustrating how climate change and flood risk analysis are integrated into engineering curricula, while discussing intended and observed educational outcomes rather than formal assessment results