Designing a Sustainable Pilot Garden to Promote Environmental Education at Carlos Albán Holguín School in Bogotá, Colombia

Abstract

Lack of food security is a major threat at the local and global levels. This research focused on the design and implementation of a school garden at Carlos Albán Holguín school as a strategy to ensure food for vulnerable communities and promote environmental education. This project was structured in six stages including diagnosis, characterization, formulation, and pilot validation. Data were collected through surveys and checklists, which evaluated the garden’s conditions and students’ understanding of environmental practices. Key findings revealed significant improvements in students’ knowledge of sustainable agriculture upon implementing the garden, with 75% demonstrating outstanding comprehension and 80% effectively applying organic farming principles. Promoting and implementing urban agriculture benefits surrounding communities, reduces environmental impact, promotes social awareness of current food security challenges, and promotes economic growth in cities. The main conclusion of this research is that integrating environmental education within the school curriculum can significantly enhance food security and foster environmental stewardship. This research underscores the importance of sustainable urban gardens in addressing nutritional deficiencies and promoting sustainable agriculture practices in urban settings.

1. Introduction

Lack of food security has emerged recently as a global threat. According to a report presented by the Food and Agriculture Organization of the United Nation [1], food shortages affected 8.9% of the global community. There has been a 33% increase in the amount of money needed between 2019 and 2022 to purchase the minimum amount of food necessary, which has led to malnutrition in 149.2 million children under five years of age, or approximately 22% of that population. Additionally, climate change has emerged as a critical and intensifying threat to global food production and security. Rising temperatures, altered precipitation patterns, and an increased frequency of extreme weather events directly impact crop yields, soil fertility, and water availability, particularly in vulnerable regions such as Latin America. Studies highlight that, without adaptation measures, agricultural productivity could decline significantly, exacerbating hunger and malnutrition, especially in communities already facing socio-economic disadvantages [2,3,4]. Environmental education plays a vital role in equipping future generations with the knowledge and skills to understand and respond to these challenges, fostering adaptive capacities in both urban and rural contexts [5].

The COVID-19 pandemic during 2020–2021 had a considerable impact on food security, negatively affecting factors that drive hunger, such as political instability, disruption of the global food supply chain, and an economic recession [6]. Global food security depends on the functioning of the supply of food and agricultural products throughout their respective supply chains. Therefore, the measures taken by different governments to control the pandemic, such as border closures for goods and people, affected the stability of supply chains and contributed to shortages as well as increases in the price of food [7].

In Colombia, food security is a critical problem due to the political instability generated by the latest government elections and the challenges and impacts of the regional migration crisis [8] amplified by the internal displacement of vulnerable communities and various illegally operating groups [9]. Since the COVID-19 pandemic, the economic situation in the country has worsened considerably: the growth of the Gross Domestic Product (GDP) was 0.6% in 2023 [10]; unemployment levels as of March 2024 were at 11.3% [11]; and the inflation rate for April 2024 had a variation of 7.16% annually year-to-date compared to 2023 [12]. These factors create a complicated panorama for citizens where the main challenge is the purchasing power needed to meet basic needs, including adequate and safe food. Malnutrition in Colombia has been a severe food and nutritional situation since 2022, especially in children under five years of age. According to the National Institute of Health (Colombia) [13], for the first half of 2023, 11,476 cases of acute malnutrition were reported with an average of 482 cases per week and a prevalence of 0.31 per 100 children under five years of age. In the National Institute of Health (Colombia)’s latest report on acute malnutrition in children under five years of age, 6034 cases of malnutrition had been reported by mid-March 2024, with a prevalence of 0.17 per 100 children under five years of age [14], which demonstrates the continuing critical situation facing the country, since the reported value is above half that was stated in the first half of 2023.

Bolstering food security is essential to combat hunger and malnutrition in Colombia and worldwide. People must have physical and economic access to supply themselves with safe and nutritious food that meets their dietary needs for a healthy lifetime [15]. This research focuses on the techniques and strategies to harvest food for any individual or small producers for family consumption and surrounding communities in unconventional spaces, where sufficient food is produced to satisfy the nutritional needs of all those involved. If there is a surplus, it can be sold to obtain an economic benefit from this process. At Carlos Albán Holguín (CAH) school, close to 10% of the student population is malnourished due to the extreme poverty conditions of the surrounding community. According to a report issued by the National Administrative Department of Statistics for 2022, a person whose monthly income is less than COP 396,864 is considered to be in poverty and less than COP 198,698 is considered to be in extreme poverty [16]. The community of the school where this study was implemented is classified as being in extreme poverty, as many students come from families that have suffered forced displacement from their territories due to the presence and violence of illegal armed groups, including guerrilla factions (such as FARC and ELN), paramilitary forces, and drug trafficking organizations. These families have primarily been displaced from conflict-affected rural areas in departments such as Chocó, Cauca, Nariño, and parts of Meta and Norte de Santander, where prolonged armed conflict and territorial disputes have severely affected civilian populations.

In the context of this research, a sustainable garden is defined as a cultivated space that integrates principles of environmental education and sustainable agriculture, designed to be maintained with minimal external inputs while maximizing ecological, social, and economic benefits. These gardens aim to promote food security, biodiversity, and community engagement through the use of organic farming practices, efficient water use, and crop rotation techniques.

Environmental education is a transformative process that promotes awareness, knowledge, values, and behaviors aimed at the sustainable management of natural resources and improved quality of life [17]. In the context of school settings, environmental education has been linked to the development of ecological awareness, healthier habits, and greater community engagement [4]. Studies have shown that integrating environmental education through hands-on experiences, such as school gardens, enhances students’ motivation and improves their understanding of sustainability principles [5]. Moreover, school gardens serve not only as learning spaces, but also as interventions that contribute to better nutrition, mental well-being, and food security, especially in socioeconomically vulnerable communities [18,19]. By connecting students to the land and fostering collective care for food systems, such strategies can directly influence quality of life indicators, such as health, participation, and resilience [20].

To further support this approach, previous studies and educational theories have demonstrated the effectiveness of school gardens as transformative learning environments. This initiative aligns with Kolb’s experiential learning theory, which posits that meaningful and continuous learning emerges from concrete experiences and active interaction with the environment [21]. Quantitative research has reported improvements in science performance, as well as an increased preference among primary school students for fruits and vegetables, along with more positive attitudes toward the environment. Qualitative studies, on the other hand, highlight students’ enthusiasm when working in the garden, as they reconnect with nature through hands-on methodologies. Increased family involvement and the strengthening of community ties have also been observed through teamwork and school-based interaction [22]. This approach not only modernizes educational models, but also enables the simultaneous tackling of environmental and social challenges, such as food security, while promoting values, attitudes, and an ethic oriented toward sustainable lifestyles at both the individual and community levels [23].

The research project was implemented at CAH school, headquarters C, with the support of the tenth- and eleventh-grade students, who were the main beneficiaries of this research. In addition, a theoretical model of the garden will be available for use by the educational community to improve the nutritional conditions of students throughout the school.

2. Materials and Methods

This research was divided into six stages: descriptive references, diagnosis of the current state of the CAH school garden, verification of the necessary conditions for the design of a sustainable garden, case study for the identification of alternatives, design of an environmental education proposal and garden model, and risk analysis (Figure 1).

The research methodology employed a qualitative approach to understand the phenomenon within its natural environment and design a pilot sustainable garden as an environmental educational strategy. This research was informed by qualitative methodologies commonly used in educational and community-based participatory research, particularly those focused on environmental education and agroecological interventions in school settings. Similar studies have applied multi-phase approaches to diagnose local conditions, integrate stakeholder perspectives, and co-design garden-based learning models [24,25,26]. These frameworks helped guide the six stages defined for this study, including diagnosis, design, and risk analysis, adapted to the specific context of Carlos Albán Holguín School. During the first stage, descriptive references were involved to describe the environment at CAH, including location and georeferencing. General and specific maps were used to illustrate the school’s setting and its surrounding environment, offering an objective representation of the area.

To evaluate students’ understanding and perceptions of environmental education and sustainable agriculture, a structured survey was administered to a sample of 60 students from grades 10 and 11. The survey included 15 questions, combining multiple-choice and Likert scale items. Topics covered included knowledge of sustainable agriculture principles, awareness of environmental issues, familiarity with organic farming practices, and attitudes toward food security and ecological responsibility. Additionally, a checklist was used during practical garden activities to assess students’ ability to apply learned concepts.

Students participated actively in the garden project by assisting in soil preparation, planting, irrigation, and crop monitoring. Their involvement was organized through rotating teams under teacher supervision. The students also contributed to the maintenance of the irrigation system and were responsible for recording data on crop growth, which allowed them to directly apply theoretical concepts learned in class.

During the second stage, the actual state of the garden was diagnosed through an on-site field visit to assess the conditions of the existing school garden firsthand. This included a thorough review of historic data and primary information about the school garden, examining the development over time to its current state. At the same time, surveys and checklists were given to the students with the intention of understanding existing knowledge about environmental education and how environmental education classes are perceived. The third stage focused on the verification of necessary conditions for establishing a sustainable garden, including evaluating essential requirements for the garden and considering principles of sustainability conditions required for plant growth, such as water availability and soil quality.

For the fourth stage, two case studies were analyzed to identify possible alternatives for the garden design. These included a project for strengthening food security and sovereignty through school and home gardens in San Antonio village, Ubalá, Cundinamarca [27], and a successful school garden initiative in Sibaté, Cundinamarca, focused on organic agriculture and sustainable development [24]. These cases served as benchmarks for identifying best practices and establishing criteria for the garden design.

As a result of the previously explained steps, a detailed implementation was developed, outlining the garden layout, plant selection, and maintenance practices. Students also contributed to the design process of the garden layout and crop selection through participatory workshops. Their preferences and local knowledge were incorporated into the decision matrix used to evaluate potential species, ensuring that the selected crops were aligned with students’ cultural food traditions and the school’s nutritional goals. The participatory design process was supported through a Project-Based Learning (PBL) approach, which allowed students to apply concepts from science, technology, and environmental studies to real-world challenges. Elements of STEM education were incorporated, especially in the evaluation of irrigation efficiency and crop requirements, fostering interdisciplinary learning and critical thinking.

The design of the school garden also incorporated input from members of the local community, including parents and residents from the surrounding neighborhood. Their participation was facilitated through informal interviews and community meetings, where they provided suggestions on traditional crops, planting techniques, and sustainable practices. This ensured that the selected species were culturally appropriate and aligned with local dietary habits.

During the sixth and final stage, a risk matrix was developed to assess potential risks associated with garden design and implementation. The use of the risk analysis identified and analyzed possible risks and developed strategies to mitigate them, ensuring the long-term sustainability and success of the urban garden.

3. Results

The Carlos Albán Holguín school DANE: 111001002909—NIT 830.028.542-3 is an official educational institute located in the town of Bosa in Bogotá D.C [28]. The CAH school has a population of 5200 students in early childhood, primary, and secondary courses. Figure 2 shows the location of headquarters A, B, and C of the school.

Carlos Albán Holguín is a public educational institution that operates under the guidelines of the Colombian Ministry of National Education (MEN). As part of the official system, it offers education from early childhood through secondary school, following the General Education Law (Law 115 of 1994) and implementing a Project of Institutional Education (PEI) with a focus on environmental sustainability and social inclusion. The school is located in the locality of Bosa, a socioeconomically vulnerable area in southern Bogotá, characterized by high rates of poverty and internal displacement. It is part of the Bogotá District Education System and participates in public programs that aim to improve access and quality of education for marginalized communities. Its student body includes children and adolescents from displaced families, low-income households, and communities affected by armed conflict and social inequality. These conditions make it a highly relevant setting for implementing environmental education projects that contribute to food security and sustainable development.

Figure 3 shows headquarters C, where the garden study was conducted.

This project is based on an initiative by primary school teachers in 2017 to encourage the motivation of students to (i) care for the environment, (ii) achieve environmental and economic sustainability, (iii) make visible food production mechanisms to achieve food security, and (iv) transfer ancestral Colombian knowledge to new generations. Since then, a space was set aside for the garden, where an irrigation system was implemented. Additionally, the students were educated about the garden, and different types of food were grown, such as tomatoes, peas, creole potatoes, onions, beans, chard, radishes, carrots, broad beans, lettuce, and cilantro.

The categories for the design of the sustainable garden were established focusing on three factors that allow the necessary conditions for the garden to be sustainable. The first category was sustainable urban food systems, whose variables include health, society, economy, environment, and governance. The second category was the elemental conditions for the growth of plants, whose variables included light, water, air, soil, and earth. The final category was sustainability, whose variables included organic material and seeds. To improve the process of producing healthy foods, elements such as crop rotation, staggered sowing, crop cycle, control, and monitoring are analyzed throughout the life cycle to evaluate the environmental impacts of the crop production chain at the school [29].

Table 1. Necessary conditions for sustainable garden design.

Item	Category	Variables
1	Sustainable urban food systems	Health, society, economy, environment, governance
2	Elemental conditions for plants	Light, water, air, soil, earth, fertilizer
3	Sustainability conditions	Organic material, seeds Crop rotation, staggered sowing, crop association, crop cycle, control and monitoring, production

presents the categories and variables that define the necessary conditions for sustainable garden design at the CAH school.

Two case studies were analyzed through a matrix based on objective weightings that concluded in different variables and necessary conditions presented in

Table 2. Case evaluation.

Work Completed	Variables											Score
	Necessary Conditions (5)				Total	Shape (3)	Total	Area (2)	Total	Plan (5)	Total
	Water	Light	Air	Surface
	(1–3)	(1–3)	(1–3)	(1–3)		(1–3)		(1–3)		(1–3)		(30–90)
Strengthening food security and sovereignty through school and home gardens in the San Antonio village, municipality of Ubalá	2	2	2	2	40	2	6	2	4	2	10	60
Teaching sustainable development and organic agriculture through a school garden in Sibaté	1	2	3	1	35	2	6	3	6	1	5	52

. The first reviewed the strategy for strengthening the processes of sovereignty, food security, and nutrition in the San Antonio village of the municipality of Ubalá, Cundinamarca; the latter was through implementing urban gardens. In San Antonio, the studied population consisted of students from the preschool grades and eleven (11) families [27]. For the second study, a successful school garden from Sibaté, Cundinamarca, was reviewed [24].

In this evaluation to determine the effectiveness of a project, 30 points is the minimum possible classification, meaning that a project that obtains this score could be more effective. On the other hand, 90 points is the highest possible classification, meaning that a project is highly effective. A decision matrix was performed for potential species to be planted in the garden of CAH school including tomato, potato, carrot, lettuce, chard, beans, peas, and broad beans, as seen in

Table 3. Evaluation by species.

Species	Variables
	Necessary Conditions (5)				Score	Shape (3)	Score	Area (2)	Score	Plant (5)	Score	Score
	Water	Light	Air	Surface
	(1–3)	(1–3)	(1–3)	(1–3)		(1–3)		(1–3)		(1–3)		(30–90)
Tomato	2	3	2	1	40	1	3	1	2	1	5	50
Potato	2	2	2	2	40	2	6	2	4	2	10	60
Carrot	3	3	3	3	60	3	9	3	6	3	15	90
Onion	1	1	1	1	20	1	3	1	2	1	5	30
Scallion	1	1	1	1	20	1	3	1	2	1	5	30
Lettuce	2	3	2	1	40	2	6	2	4	2	10	60
Chard	2	2	2	3	45	2	6	2	4	3	15	70
Bean	2	2	2	3	45	2	6	2	4	2	10	65
Cilantro	1	1	1	1	20	1	3	1	2	1	5	30
Peas	3	3	2	1	45	2	6	2	4	2	10	65
Broad Beans	1	1	1	1	20	1	3	1	2	1	5	30

.

Figure 4 shows the drip irrigation system implemented in the CAH school garden.

Figure 5 shows the drip irrigation system plan, including the distribution of the species to be grown.

As the garden is cultivated, it is important to evaluate potential risks such as the occurrence of accidents, climatic factors, lack of seed provision, and theft or loss of harvested products and tools.

Table 4. Risk matrix for the orchard.

Item	Vegetable Garden	Pests						Improvement Actions
		Impact			Possibility
		High	Half	Low	Frequent	Possible	Remote
1	Lack of appointment of responsible teacher	X					X
2	Lack of support from senior management	X					X
3	Lack of student interest						X
4	Accidents with tools	X				X		Educate on and monitor proper use of tools
5	Climatic factors affecting crops		X			X		Install tents to protect crops from frost
6	Lack of seeds and supplies		X			X		Procure products through the education institution
7	Garden maintenance during holiday season		X		X			Designate garden maintenance to administrative staff and educators, highlighting their integral role in maintaining the garden’s health and beauty
8	Theft of harvested products						X	Ensure adequate disposition of products
9	Loss of tools		X				X	Provide adequate tools
10	Incursion of unauthorized students who trample or damage crops	X				X		Build an enclosure for the garden that prevents unauthorized passage

shows this risk analysis.

Taking into account the information presented previously [30,31], the factors necessary for urban gardens to be sustainable include the following: (i) health, due to the benefit the gardens may have for public health [2], and (ii) social. Edwards and Mercer [25] and Garnett [26] highlight the importance of positive relationships between local residents and the educational community through addressing the needs of the population and generating a distribution of food that improves quality of life.

Other factors to consider are (iii) economy, highlighting how a garden can support the local economy [32], and (iv) environment. Ideally, with gardens, there will be an efficient use of resources, especially water, which is the basis of life [33]. In this local production and distribution of food, there is a potential for reduction in greenhouse gases emitted into the atmosphere and food waste [3]. The final factor to consider is (v) governance, which takes into account that empowerment and joint thinking of communities is important to achieve the proposal of an urban garden [34].

At CAH school, a drip irrigation system was built for the garden to reduce weed and pest proliferation and efficiently manage the use of water resources. To meet the water demand, a 500 L tank and PVC pipes staggered in three levels are used to irrigate the crops. The system has water valves controlled with sensors and a water pump that adjusts automatically.

The production cycle for each species is different, which affects crop harvest and sale. For this reason, it is advisable to evaluate each species and take into account the distance between the plants so that there is no competition for resources in order to promote healthy growth.

Table 5. Crop production cycle.

Garden Species	Cultivation Cycle	Distance Between Plants
Tomato	The tomato cultivation cycle from sowing to harvest ranges between 120 and 180 days, depending on variety used and climatic conditions. Hybrid species can exceed 8 months of cultivation.	The distance depends on plant size; to grow large tomatoes, cm between plants and 1.10 m between simple furrows is required. To grow small- or medium-sized fruits, planting is completed at short distances of 30 cm between plants and 1 m between furrows.
Potato	The potato cultivation cycle goes from sowing to harvest in a period of 6 months (180 days). For harvesting, the physiological maturity of the plant must be considered, which is shown by the wilting of the foliage.	The distance is determined by variety. It is recommended to maintain 30–40 cm between plants and 70–80 cm between furrows.
Carrot	The carrot cultivation cycle is 75–125 days.	Carrots are sowed in furrows spaced 45 cm apart and 7–8 cm between plants.
Lettuce	Lettuce plants should be cut at ground level. Harvesting, depending on the variety, takes place approximately 60–70 days after sowing. Head lettuce varieties are harvested in 80–90 days.	There should be 25 cm left between plants and 30 cm between furrows.
Chard	Leaf length is a visual indicator of harvest time (25 cm), averaging 60–70 days for the first cut and then every 12–15 days. It is recommended to cut the leaves with knives at the hearth or point of growth. In this way, an average production of 13 kilos per square meter can be obtained.	The distance should be 35 cm between plants and 40–50 cm between furrows.
Bean	The time to harvest depends on the objective. If it is going to be harvested as green beans in peel, it should be performed when the grain is already formed. The duration of the crop from sowing to harvesting as dry grain is 120–240 days.	The distance between furrows is 40–60 cm and 10 cm between plants.
Peas	The pea cultivation cycle starts from when the plants are born until flowering and fruiting begins, from 90 to 120 days depending on climatic conditions and variety.	The distance is 40 cm between furrows and 20 cm between plants.

describes the cultivate cycle and ideal distance between plants for each species.

The total cost to build the CAH school garden was USD 1334.31, broken down as follows: USD 459.93 for tools, USD 837.26 for the irrigation system, USD 10.61 for the fence, and USD 25.52 the seeds.

4. Discussion

The project at CAH school has progressed significantly, leading to numerous educational and community benefits. One key outcome of this research has been the increased engagement of students in interactive learning activities, made possible because the project provided practical knowledge about plant biology, environmental sustainability, and food production. This aligns with previous studies, which have demonstrated that experiential learning promotes student understanding and retention of theoretical concepts [17]. In the current research, surveys conducted with students revealed an increased awareness and knowledge on sustainable agriculture practices, with Likert scale responses averaging 4.2 out of 5 for environmental awareness and 4.5 out of 5 for practical gardening skills.

The project also positively impacted the local community by providing fresh organic produce to students and their families, contributing to improved nutrition and food security. This outcome is consistent with previous studies [4], which highlighted the role of urban agriculture in promoting food security in low-income communities by improving dietary habits and overall health. These results support the hypothesis that school gardens can serve as a valuable resource for the local community near CAH school, not only providing educational benefits, but also community cohesion through garden-related activities [5].

The technical validation phase of this research involved evaluating soil preparation, space between plants, and efficient water use. The decision matrix showed that some species such as tomatoes, potatoes, and lettuce were most suitable for the garden, aligning with findings from previous studies on crop suitability in similar climatic conditions [1]. To significantly reduce water usage, a drip irrigation system is recommended, which is supported by research on the efficiency of such systems in sustainable agriculture [26,29,30].

The importance of this type of research in enhancing food security and developing local initiatives to achieve sustainable development goals cannot be overstated. This model integrated sustainable agriculture practices into an educational setting, demonstrating that school gardens can contribute to broader community well-being. This aligns with global efforts to promote food security and sustainable agricultural practices, and can be replicated in any school. In Latin America in particular, there is extensive land for agriculture [1,18]. The success of this project highlights the potential for similar initiatives to create lasting positive impacts on education, nutrition, and community cohesion.

Beyond technical validation, this project provided a robust platform for environmental education by integrating theory with practice. Students engaged in experiential learning activities that reinforced concepts related to biodiversity, sustainability, and responsible consumption. These activities improved their critical thinking and ecological awareness, fostering pro-environmental behaviors. In addition, the involvement of the local community—through knowledge exchange, crop distribution, and participatory planning—contributed to a stronger social fabric. Parents and caregivers reported greater awareness of sustainable food practices, while community members benefited from access to fresh produce, enhanced food security, and strengthened ties with the school. These outcomes highlight the dual role of school gardens as both educational tools and community development strategies.

While no formal nutritional assessments were conducted in the community, qualitative observations and informal conversations with parents and local leaders indicated a growing interest in replicating home gardens using the techniques learned through the school project. Some families initiated the small-scale cultivation of vegetables such as chard, lettuce, and beans using the drip irrigation methods taught in the school. Additionally, the school received requests from other educational institutions in the district to share the model and technical design of the garden, suggesting a ripple effect of the intervention. These outcomes illustrate early signs of knowledge transfer and behavioral change that could lead to long-term improvements in community nutrition and resilience, although further longitudinal studies would be required to quantify these impacts.

These outcomes highlight the dual role of school gardens as both educational tools and strategies for sustainable community development, as supported by previous studies [22,23].

5. Conclusions

Urban gardens offer various benefits that improve the quality of life of the communities where they are cultivated and promote environmental sustainability through the conservation of natural resources and the care of biodiversity, as noted by Edwards and Mercer [25] and Altieri et al. [5]. Urban gardens promote healthy communities by improving access to nutritious food and fostering community engagement, which contributes directly to sustainable development goals such as zero hunger and sustainable cities, as discussed by the FAO and RUAF [1,31].

Combating food security is of paramount importance; efforts should be made to research urban agriculture techniques to harvest food where any individual or community can grow food in unconventional spaces such as flower beds, balconies, windows, and walls, among others. The strategy proposed in the case of the Carlos Albán Holguín school is to use school gardens to teach students and meet their nutritional needs.

Continued research on urban agriculture techniques is essential to address food insecurity and climate change challenges in urban contexts, as emphasized by Garnett [26].

For the garden proposed in this work to be sustainable over time, different inputs, such as water, light, air, soil, and fertilizers, are required. A focus on the adequate supply of these inputs must also be interspersed with strategies that avoid resource deterioration or contamination, such as crop rotation, staggered sowing, crop cycle, controlled drip, control and monitoring, and seed bank use.

Continued research on urban agriculture techniques is essential not only to address food insecurity, but also to mitigate and adapt to the impacts of climate change, which threatens food production through increased climate variability, extreme events, and ecosystem degradation [2,3,4]. Integrating environmental education into school programs, as demonstrated in this study, strengthens community resilience by fostering awareness, promoting sustainable agricultural practices, and enabling informed decision making in the face of climatic uncertainty.