Fields of Data: Mapping Vulnerability in Bengal's Rice Belt

Subrata Maity, Satiprasad Sahoo and Ajit Govind
Like

Share this post

Choose a social network to share with, or copy the URL to share elsewhere

This is a representation of how your post may appear on social media. The actual post will vary between social networks

Story Behind the Research

Listening to the Fields

It began under a gentle morning sun in Paschim Medinipur, where the mist still clung to the rice paddies and the air carried the scent of wet earth. A farmer, perhaps in his late fifties, bent over the seedlings with a calm focus that comes only from decades of tending the land. When we asked about his biggest worry, he didn’t speak of politics or markets. He simply said, “Rain now comes when it wants. We adjust as best we can, yet sometimes it feels like no matter what we do, it’s never enough — and still, we have no choice but to keep farming, for there’s nothing else to eat.”

This quiet resilience, repeated in voices across 1,814 farmers we met in eight districts of West Bengal, became the heart of our research. As researchers, we are trained to see numbers, maps, and patterns. But in this work, we also learned to see patience, ingenuity, and endurance etched into the lives of people whose livelihoods depend entirely on the rhythm of nature.

 

 

 

 Why Vulnerability Matters

Rice farming in West Bengal is more than an occupation — it is heritage, identity, and community survival. Yet the farmers who sustain this system live at the frontline of climate uncertainty. Erratic rainfall, sudden dry spells, rising temperatures, and pest outbreaks are no longer exceptions; they are becoming the new normal.

These changes do not affect all farmers equally. Some districts face more flooding, others more drought; some communities have better education and technology access, others face greater isolation. Understanding this unevenness is crucial if we are to design fair and effective support systems.

 Turning Field Insights into Measurable Knowledge

To capture this complexity, we used a framework called the Livelihood Vulnerability Index (LVI) and its climate-focused version, LVI-IPCC. In simple terms, these are tools that combine many different indicators — from a farmer’s income and education level to their exposure to weather extremes — into a single picture of vulnerability.

What made our study different was how we built this picture. Instead of relying only on secondary data, we went directly to the source: the farmers themselves. Using carefully designed field surveys and GPS mapping, we gathered 17 specific indicators, grouped into three main pillars:

  1. Adaptive Capacity — the resources and skills a farmer can draw on to cope with change.
  2. Exposure — the degree to which their livelihood is affected by climate and environmental stresses.
  3. Sensitivity — how strongly these stresses impact their productivity and income.

We then used a method called EDAS (Evaluation Based on Distance from Average Solution) to analyse this data. While the name sounds technical, the principle is straightforward: it ranks each location based on how far it is from the “average” conditions across the study area. This helped us identify districts most in need of urgent support, without letting one factor unfairly overshadow another.

 What the Patterns Revealed

The results were as varied as the landscapes themselves:

  • Birbhum and Murshidabad emerged as the most vulnerable districts overall, with high exposure to erratic rainfall and limited adaptive capacity in some areas.
  • Jhargram faced severe adaptive capacity challenges, driven by lower education levels and limited income diversification.
  • Purba Bardhaman stood out for its high exposure, especially due to heavy rainfall and soil salinity in certain pockets.
  • Bankura showed lower exposure but higher sensitivity, meaning that even moderate climatic stresses could cause significant disruptions.

Numbers alone, however, do not tell the full story. In Birbhum, for example, the vulnerability score reflects the daily struggle to protect crops from both drought and pests, while in Purba Bardhaman it captures the frustration of losing harvests to unexpected downpours just days before reaping.

 Beyond the Maps

One of the most humbling moments during this project came in a village in Paschim Medinipur, where an elderly farmer invited us to sit on a woven cot under a Banyan tree. He spoke about how his father taught him to read the clouds — skills that worked well until the last decade. Now, he said, the sky no longer “speaks the same language.”

This is why combining local wisdom with scientific analysis is so important. While satellite data and statistical models can reveal patterns over large areas, farmers hold intimate, place-based knowledge that no machine can replicate. Our hope is that tools like LVI–EDAS can be a bridge between these two worlds, ensuring that adaptation plans are both evidence-based and grounded in reality.

Hope in Action

The purpose of this research was never to label some places as “hopelessly vulnerable.” On the contrary, it was to shine a light on where small, well-targeted changes could have the greatest impact. Some examples include:

  • Digital literacy programs in Jhargram to help farmers use weather forecasts and market apps.
  • Drainage and water management improvements in Purba Bardhaman to reduce flood exposure.
  • Climate-resilient rice varieties in Birbhum and Murshidabad to cope with erratic rainfall.
  • Soil health restoration in Bankura to lower sensitivity and improve yields.

By linking these interventions to the United Nations Sustainable Development Goals (SDGs) — especially SDG 1 (No Poverty), SDG 2 (Zero Hunger), and SDG 13 (Climate Action) — we can align local actions with global priorities.

 Reflections and Gratitude

Research often feels like a race for data, results, and publications. But in the rice fields of West Bengal, we were reminded that patience, like the slow growth of a seedling, is strength. Farmers do not measure success in days or weeks, but in seasons and years.

This work is dedicated to them — not as “subjects” of a study, but as partners in knowledge. Every number in our tables and every pixel in our maps represents someone’s hard work, risk, and hope for the future.

We believe that science has its greatest value when it listens first, calculates second, and returns what it learns in a form that communities can use. That is the spirit in which we offer this research — as one small step towards a future where climate resilience is not a privilege, but a shared right.

Please sign in or register for FREE

If you are a registered user on Research Communities by Springer Nature, please sign in

Follow the Topic

Sustainability
Research Communities > Community > Sustainability
Agriculture
Life Sciences > Biological Sciences > Agriculture
Earth Sciences
Physical Sciences > Earth and Environmental Sciences > Earth Sciences
Remote Sensing/Photogrammetry
Physical Sciences > Earth and Environmental Sciences > Geography > Geographical Information System > Remote Sensing/Photogrammetry
SDG 2: Zero Hunger
Research Communities > Community > Sustainability > UN Sustainable Development Goals (SDG) > SDG 2: Zero Hunger
SDG 1: No Poverty
Research Communities > Community > Sustainability > UN Sustainable Development Goals (SDG) > SDG 1: No Poverty

What are SDG Topics?

An introduction to Sustainable Development Goals (SDGs) Topics and their role in highlighting sustainable development research.

Continue reading announcement

Related Collections

With Collections, you can get published faster and increase your visibility.

Advancing Sustainable Development: The Role of Circular Economy Practices, Green Innovation and Corporate Responsibility

Achieving sustainable development, as envisioned in the United Nations’ 2030 Agenda, requires transformative solutions to reconcile economic growth with environmental and social imperatives. Circular economy practices, green innovations, and corporate responsibility stand out as critical drivers in this effort—reducing resource depletion, fostering innovation, and embedding accountability into global systems. Yet, their combined potential to accelerate progress toward the Sustainable Development Goals (SDGs) remains underexplored. This Collection aims to unravel these synergies, offering actionable insights for researchers, policymakers, and practitioners committed to a sustainable future.

Keywords: Sustainable Development, Circular Economy Practices, Green Innovation, Corporate Responsibility, Challenges and Opportunities in Sustainable Development.

This Collection supports and amplifies research related to SDG 7, SDG 12, SDG 13 and SDG 17.

Publishing Model: Open Access

Deadline: Apr 01, 2026

Transforming Education for Innovation, Sustainability, and Social Responsibility

Education plays a key role in addressing today’s global challenges, including climate change, social inequalities, and technological changes. As the world becomes more complex, education must transform to prepare students for the future. This Collection will explore how education can support innovation, sustainability, and social responsibility. By focusing on new teaching methods, policies, and institutional changes, this issue aims to contribute to meaningful educational reforms. Research in this area will help create a learning environment that fosters problem-solving, critical thinking, and ethical decision-making among students.

Technological advancements such as artificial intelligence, automation, and digital transformation are changing how people work and learn. To keep up with these changes, education must teach the skills needed for the future (SDG 9). Climate change is another major challenge that requires education systems to focus on sustainability and environmental awareness (SDG 13). Social and economic inequalities make it difficult for many people to access quality education and opportunities for success (SDG 10). Education must become more inclusive and fairer, ensuring equal opportunities for all (SDG 4). Additionally, global challenges like migration, cultural diversity, and human rights require an education system that promotes ethical responsibility and global citizenship (SDG 16). Many education systems are outdated, face funding issues, and struggle to adapt to modern needs, highlighting the need for research that guides policy improvements (SDG 4).

This Collection supports several United Nations Sustainable Development Goals (SDGs), including SDG 4 (Quality Education), SDG 9 (Industry, Innovation, and Infrastructure), SDG 10 (Reduced Inequalities), SDG 13 (Climate Action), and SDG 16 (Peace, Justice, and Strong Institutions). Education for sustainability fosters environmental awareness and responsible actions (SDG 13). Innovation in education drives technological and economic growth (SDG 9). Ensuring access to quality education promotes social equity (SDG 10). Encouraging social responsibility in education helps create a more just and ethical society (SDG 16).

We invite researchers to submit original papers for this Collection, welcoming various research approaches, including conceptual, empirical, and analytical studies. The scope of this Collection includes topics related to education, sustainability, and social responsibility. Suggested areas of interest include but are not limited to the following:

• Innovative Teaching Methods for the 21st Century

• Technology and Digital Transformation in Education

• Policy and Governance for Educational Reform

• Climate Change and Sustainability Education

• Equity and Inclusion in Education

• Ethics and Social Responsibility in Education

• Global Citizenship and Cross-Cultural Education

• Education for Employability and Skill Development

• Artificial Intelligence and Education

• Green Campuses and Sustainable Learning Environments

• Training for Sustainability and Innovation

• Community Engagement and Public Awareness through Education

• Promoting Green HRM, Marketing, Leadership, & Entrepreneurship in Education

The target audience for this Collection includes researchers, policymakers, educators, and professionals involved in educational reform, sustainability, social sciences, and technology. Contributions from different regions and contexts are encouraged to provide a global perspective on these issues. By fostering research on innovation, sustainability, and social responsibility in education, this Collection aims to contribute to global efforts in transforming education. We look forward to high-quality submissions that help shape the future of education.

This Collection supports and amplifies research related to SDG

Keywords: Educational Innovation; Sustainability Education; Social Responsibility; Digital Transformation; Global Citizenship; Policy Reform in Education; Inclusive Education; AI in Education; Climate Action; SDGs and Education

Publishing Model: Open Access

Deadline: Jan 31, 2026