Assessing design principles for climate services training courses: educational design principles assessment of six C3S Blended Training courses within the Copernicus Climate Change Service

Abstract The current climate service creation practice misses clear provider–user collaborations, and this presents a challenge for the educational design of capacity-building programs. This study analyses formation principles in six training courses aimed at tailored services. are analyzed using constructive alignment three curriculum perspectives as analytical frameworks. Three main issues were identified: overambitious one-size-fits-all learning goals; role case overcoming lack knowledge skills; ambiguity assessments. These guided implementation improvements need to be addressed processes user-tailored services general by wide community providers users. Our findings reflect tendency insufficiently involve users capacity building more specifically. Although we use examples water sector link them collaborative governance, our potentially have implications other sectors where collaboration between is needed well. It also highlights not only usefulness pedagogical disciplines pillar but their active inclusion