Search Results (131)

This article presents a case study from a Social and Health Care School in Denmark, where a rooftop garden was designed to promote student health and support nature-based teaching across subject areas. A novel aspect of the project is the formal integration of the garden into teaching, implying that its long-term impact may extend beyond the students to the end-users they will later encounter in nursing homes and hospitals nationwide. This study applies the Evidence-Based Health Design in Landscape Architecture (EBHDL) process model, encompassing evidence collection, programming, and concept design, with the University of Copenhagen acting in a consultancy role. A co-design process with students and teachers was included as a novel source of case-specific evidence. Methodologically, this is a participatory practice-based case study focusing on the full design and construction processes, combining continuous documentation with reflective analysis of ‘process insights,’ generating lessons learned from the application of the EBHDL process model. This study identifies two categories of lessons learned. First, general insights emerged concerning governance, stakeholder roles, and the critical importance of site selection, procurement, and continuity of design responsibility. Second, specific insights were gained regarding the application of the EBHDL model, including its alignment with Danish and international standardised construction phases. These insights are particularly relevant for project managers in nature-based initiatives. The results also show how the EBHDL model aligns with Danish and international standardised construction phases, offering a bridge between health design methods and established building practice. The case focuses on the EBHDL process rather than verified outcomes and demonstrates how evidence-based and participatory approaches can help structure complex design processes, facilitate stakeholder engagement, and support decision-making in institutional projects. Full article

Homegardens are traditional agroforestry systems that harbor genetic resources and ancestral knowledge, as well as contributing to food security and self-sufficiency in many rural communities. In this study, we analyze homegardens in a Mixtec community in coastal Oaxaca, Mexico, to document their arrangement and components, the useful flora and fauna they contain, and the social, cultural and economic aspects associated with their management. We used snowball sampling to perform semistructured interviews with 36 women in charge of homegardens, which represented 10% of the total homes in the community. During guided tours, we diagrammed the homegardens and collected and identified plant specimens to compile a full floristic listing. Plant specimens were deposited in the CHAP herbarium. We also calculated the Jacknife alpha diversity index and Sorensen’s beta diversity index to quantify the diversity of the garden flora. We summarized the interview data using descriptive statistics and performed a multiple regression analysis to evaluate the effects of the size of the homegarden and the homegarden owner’s age, years of school attendance, and language use on the number of useful plant species in the garden. Additionally, we conducted a multiple correspondence analysis on the homegardens, the sociodemographic variables, and the plant species contained. The components of the homegardens were the main dwelling, patio, kitchen, bathroom, chicken coop, and pigpen. We documented 15 animal species from 15 genera and 13 families and 236 plant species from 197 genera and 84 families. The most represented plant families were Araceae, Fabaceae and Apocynaceae. The main plant uses were ornamental, edible, and medicinal. The multiple correspondence analysis and multiple regression both showed sociodemographic variables to make a very low contribution to homegarden species richness (evidenced by low percentage variance explained and no statistically significant effects, respectively). The first-order Jacknife diversity index estimated a total of 309 plant species present in the homegardens, indicating high agrobiodiversity. The Sorensen index value ranged from 0.400 to 0.513. Similarity among the gardens was mostly due to high similarity among edible plants. There was community-level resilience in family food self-sufficiency, as 80.56% of the interviewees use harvest from their homegardens to cover their families’ food needs. Women play a central role in the establishment and management of the gardens. Overall, our findings demonstrate that homegardens in this community are sustainable; have high agrobiodiversity; provide food, medicine, and well-being to residents; contribute to food self-sufficiency; and conserve agrobiodiversity as well as traditional culture and knowledge. Full article

Climate change education (CCE) is increasingly recognized as a key lever for responding to the climate crisis, yet its implementation in schools often remains fragmented and weakly transformative. This review synthesizes international research on CCE in secondary education, focusing on four interconnected domains: students’ social representations of climate change (SRCC), curricular frameworks, teaching practices and teacher professional development, and emerging pathways towards transformative, justice-oriented CCE. A narrative review of empirical and theoretical studies reveals that students’ SRCC are generally superficial, fragmented and marked by persistent misconceptions, psychological distance and low perceived agency. Curricular frameworks tend to locate climate change mainly within natural sciences, reproduce deficit-based and behaviorist models and leave social, political and ethical dimensions underdeveloped. Teaching practices remain predominantly transmissive and science-centered, while teachers report limited training, time and institutional support, especially for addressing the affective domain and working transdisciplinarily. At the same time, the literature highlights promising directions: calls for an “emergency curriculum” and deeper curricular environmentalization, the potential of socio-scientific issues and complexity-based approaches, narrative and arts-based strategies, school gardens and community projects, and growing attention to emotions, hope and climate justice. Drawing on a narrative and integrative review of empirical and theoretical studies, the article identifies recurrent patterns and gaps in current CCE research and outlines priorities for future inquiry. The review argues that bridging the knowledge–action gap in schools requires aligning curriculum, pedagogy and teacher learning around four key principles—climate justice, collective agency, affective engagement and global perspectives—and outlines implications for policy, practice and research to support more transformative and socially just CCE. Full article

Urban green infrastructure (UGI) is widely used to adapt to the impacts of climate change. Its multiple benefits are well documented, with health-related benefits receiving growing attention, especially post-COVID-19. However, the existing evidence remains fragmented and limited to narrow disciplinary perspectives, offering only partial insights into the intersection of UGI and climate adaptation measures with health co-benefits. This paper addresses these gaps by providing an interdisciplinary review of the field. It presents a systematic literature review of studies between 2015 and 2025, assessing the extent of documented evidence and drawing out key policy implications. The review adopts the PRISMA framework and synthesizes evidence from 178 primary research articles across seven databases. Health co-benefits are reported across ten types of UGI: residential greenery, urban vegetation, school greenery, trees, urban parks, urban forests, green roofs and walls, green streets, grasslands, and community or private gardens. Building on the review’s findings and additional literature, the paper discusses seven key implications for urban policy and spatial planning, which are relevant to climate adaptation policymakers, urban planners, and public health authorities working in cities. Full article

Background/Objectives: The benefits of nature-based interventions to support well-being and mental health are increasingly well-documented in the literature; however, study of an occupational therapy gardening program for adolescents with exposure to adverse childhood experiences (ACEs) is limited. Methods: This study evaluates the feasibility of a novel school gardening program for youth with a history of ACEs including the following: (1) recruitment; (2) data collection procedures and outcome measures; (3) acceptability and suitability of the intervention; and (4) evaluation of the response to a gardening intervention as measured by a visual analog scale of emotional state, a heartbeat counting task designed to capture changes in interoceptive awareness, and qualitative data from the teacher and researchers. This feasibility study was designed as an 8- to 10-week program (10 sessions minimum) to accommodate the school’s academic curriculum and support the participants’ academic progression. Three adolescents were recruited, ages 12–17, two of whom completed a shorter version of the program and one who dropped out. Results: Results indicated the gardening intervention recruitment and data collection procedures were feasible. Intervention was acceptable to participants. Outcome measures that produce both quantitative and qualitative changes are needed. Interoceptive measures show promise but require further refinement. Response to intervention seemed to be influenced by the participant’s psychosocial history but suggests possible changes in prosocial behavior. External factors such as absenteeism influenced aspects of participation, including frequency and duration of intervention. Conclusions: These findings suggest gardening interventions in occupational therapy are feasible and suitable for adolescents with a history of adversity. Potential exists for enhanced social connectedness, which supports mental health and well-being. Suggestions are offered for implementation and outcome measurements appropriate for this population. Full article

This paper evaluates botanical gardens in terms of their potential for tourist valorization, aiming to identify the garden with the highest tourist appeal and integration opportunities within the tourist market. Based on a literature review and established attractiveness criteria, a methodological framework using multi-criteria decision-making was developed to compare and rank the botanical gardens. The empirical part of the study focuses on botanical gardens in Split–Dalmatia County, including six gardens evaluated across nine criteria. Eight local tourism experts assessed the importance of these criteria and the gardens’ performance. The fuzzy SiWeC (SImple WEight Calculation) method was used to determine the importance of each criterion. The fuzzy TOPSIS method (Technique for Order Preference by Similarity to Ideal Solution) was used to measure the potential of botanical gardens. The main results obtained with this approach showed that the most important criteria are C4—Visitor content and C3—Biodiversity conservation. The Botanical Garden of Primary School Ostrog has the greatest potential, followed by the Botanical Garden Split. All observed botanical gardens have excellent tourist potential, with minimal differences in ranking among them. These findings demonstrate that botanical gardens play a key role in diversifying the tourist offer, reducing seasonality, and increasing the overall attractiveness of destinations. They also contribute to raising environmental awareness and emphasizing the importance of nature conservation and sustainable development, aligning with the increasing tourist interest in natural and ecologically responsible experiences. This study offers practical insights, as the results can assist garden management, tourism communities, and policymakers in developing and promoting strategies. Additionally, the framework proposed can be applied in other regional and international contexts. Full article

This study investigates the applicability of the Japanese forest education model, exemplified by the Whole Earth Nature School (WENS), to environmental education programs within urban parks and botanical gardens. Focusing on WENS’s approach—characterized by immersive natural experiences, innovative facilitation techniques, and support from interdisciplinary educator teams to foster independent thinking through experiential learning—the research identifies three transferable insights: (1) Reorienting educational philosophy to prioritize nature-based learning for holistic development, particularly within urban green spaces; (2) Developing localized curricula that leverage the unique ecological resources of specific park and garden environments; (3) Establishing dedicated professional development systems for educators focused on site-based pedagogy. The findings demonstrate that adapting the forest education model can significantly enhance environmental education initiatives in urban parks and botanical gardens, which offers actionable strategies for integrating experiential nature learning into their educational planning. Full article

Background/Objectives: Childhood obesity rates in Jordan have reached alarming levels, with 28% of school-age children classified as overweight or obese. School-based gardening interventions show promise for promoting healthy eating behaviors, yet limited research exists in Middle Eastern contexts. This study evaluated the effectiveness of a five-month school-based vegetable gardening and nutrition education intervention on anthropometric measures, dietary intake, and knowledge, attitudes, and practices (KAP) regarding vegetable consumption among Jordanian primary school children. Methods: A quasi-experimental controlled trial was conducted with 216 students (ages 10–12 years) from two demographically matched schools in Amman, Jordan. The intervention group (n = 121) participated in weekly one-hour gardening sessions combined with nutrition education and vegetable tasting activities over five months, while the control group (n = 95) continued the standard curriculum. Outcomes measured at baseline and post-intervention included anthropometric assessments, dietary intake via 24 h recalls, and vegetable-related KAP using a validated questionnaire. Data were analyzed using paired t-tests and repeated measures ANCOVA. Results: The intervention group demonstrated significant improvements in body composition, including reductions in BMI (−1.57 kg/m²), weight (−1.88 kg), and BMI z-score (−0.37), while controls showed minimal increases. Vegetable intake showed significant time × group interaction (p-value = 0.003), with a non-significant increase in the intervention group (2.7 to 2.9 times/day) and a non-significant decrease in the controls (2.5 to 2.4 times/day). Dietary quality improved, including increased fiber intake (+2.36 g/day) and reduced saturated fat consumption (−9.24 g/day). Nutrition knowledge scores increased substantially in the intervention group (+22.31 points) compared to controls (+1.75 points; p-value ≤ 0.001). However, attitudes and practices toward vegetable consumption showed no significant changes. Conclusions: This intervention effectively improved body composition, dietary quality, and nutrition knowledge among Jordanian primary school children. These findings provide evidence for implementing culturally adapted school gardening programs as childhood obesity prevention interventions in Middle Eastern settings, though future programs should incorporate family engagement strategies to enhance behavioral sustainability. Full article

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. Full article

Malaria remains a major public health issue, especially near hydroelectric dams that often promote mosquito breeding. This study aimed to establish baseline epidemiological data during the construction of the Singrobo–Ahouaty dam to support assessment and decision-making for short- and long-term health impacts on surrounding communities. A cross-sectional survey was carried out in randomly selected households. Blood samples were analyzed using thick/thin smears and rapid diagnostic tests, while sociodemographic and behavioral data were collected via questionnaires. Statistical analyses included chi-square, Mann–Whitney, Kruskal–Wallis tests, and logistic regression. The malaria prevalence was 43.1% (394/915). The parasite density averaged 405.7 parasites/µL. School-age children (6–13 years) showed the highest prevalence (74.3%, p < 0.0001), while younger children (0–5 years) had the highest parasite density (1218.0 parasites/µL, p < 0.0001). Highly elevated infection rates (>51%) occurred in Sokrogbo, N’Dènou, and Amani-Menou, with the highest density in Ahérémou 1 (5663.9 parasites/µL). Risk factors included being an informal worker (ORa = 1.5), working in the raw material sector (ORa = 1.4) or market gardening/rice farming (ORa = 0.9; p = 0.043), and frequent mosquito bites (OR = 0.4; p = 0.017). These results underscore the need for stronger vector control strategies, improved bed net distribution and follow-up, and enhanced intersectoral collaboration in dam-influenced areas to reduce malaria transmission. Full article

This research study was conducted to pilot an out-of-school family science program for fifth- and sixth-grade Latina girls and their parents. Program goals included encouraging parents in supporting their Latina daughters in science, increasing the girls’ interest in science and increasing the families’ participation in science experiences together. The 41 families participated in a 7-week Saturday program on either rocketry or gardening. Each week, the parent–daughter dyads engaged in hands-on Family Problem-Based Learning activities together and then the parents and daughters met separately in Conversation Groups. To measure the impact of the program, surveys were administered to the parents and daughters separately at four points: pre-, mid-, post- and delayed-post (three months after the program). Parents reported increases over time for several aspects of their support for their daughters in science and also increases in frequency of science experiences with their daughters. The daughters reported increases over time in their science identity and their discussions with their parents about jobs in science. In addition, the examination of video-recordings of a subset of the parent–daughter interactions during the activities revealed that parental and daughter behaviors evolved over the course of the program. Implications for engaging parents in science education are discussed. Full article

Adolescent obesity and inadequate dietary habits remain pressing public health concerns in Portugal, particularly among socioeconomically disadvantaged populations. Food literacy has emerged as a critical framework for promoting healthier eating behaviors; however, school-based interventions are rarely culturally grounded or theoretically structured. This narrative review synthesizes the experiential strategies described in the literature to improve adolescent food literacy in school settings. It provides a conceptual foundation for and supports the design rationale of FOODWISELab: The Mediterranean Diet Experience—a school-based intervention aligned with Mediterranean diet principles and specifically tailored to the Portuguese educational context. Findings from the literature—emphasizing the value of school gardens, cooking classes, digital tools, and curricular integration—guided the development of FOODWISELab: The Mediterranean Diet Experience, a comprehensive intervention designed for implementation in public secondary schools in Portugal. The proposed protocol bridges the gap between research and practice by offering a structured, context-sensitive model built around four core pedagogical domains: planning, selecting, preparing, and eating. It integrates multiple components, including hands-on learning, family and community involvement, and robust evaluation strategy. FOODWISELab addresses the well-documented gap in adolescent food literacy by delivering a feasible, culturally relevant, and replicable intervention. The anchored Mediterranean dietary model aims to promote adolescent health, sustainability, and cultural heritage in both the urban and rural educational contexts. By presenting a detailed and actionable protocol, this review enhances the practical value of food literacy research and offers strategic guidance for future educational and public health initiatives. Full article

Entrepreneurship is crucial in promoting innovation, job creation, and poverty alleviation, particularly in developing economies. This study adopts a mixed-methods approach, using quantitative and qualitative analysis to examine macroeconomic factors’ impact on entrepreneurial activity. The quantitative analysis utilises fully modified least squares and dynamic ordinary least squares to estimate long-run relationships, while the qualitative component applies thematic analysis to assess the role of school-based gardening initiatives in promoting students’ economic participation. Our findings indicate that government expenditure on education significantly enhances entrepreneurship, whereas access to credit remains ineffective, suggesting persistent barriers in financial intermediation. Labour force participation shows a positive relationship with entrepreneurship, supporting the idea that a more engaged labour force promotes business creation. The findings also show a negative impact of regulatory quality on entrepreneurship, stressing the need for regulatory reforms to reduce entry barriers. While technology adoption has a delayed effect, long-term investments in digital infrastructure are recommended. At the micro-level, school-based entrepreneurship programs, such as vegetable gardening, cultivate entrepreneurial skills, though sustainability depends on consistent support and resources. Based on these findings, this study suggests the need to enhance education, improve access to finance, and streamline regulatory frameworks to promote entrepreneurship. Full article

Between 1871 and 1969, Native Americans (American Indians) endured the U.S. Federal Indian Boarding School system, while Chinese Americans faced enduring impacts from the Chinese Exclusion Act (1882–1943). Drawing on historical sources, this paper examines literary works by and about Native Americans and Chinese Americans, focusing on their sufferings under forced isolation policies. Through works like Ceremony and Gardens in the Dunes by Leslie Marmon Silko and Eat a Bowl of Tea by Louis Chu, this study illustrates how systematic oppression, characterized by erasure of cultural identity, manifested through institutions such as “boarding school” and “bachelor society”. It explores how forced policies (like assimilation and isolation) and institutional oppression, through cultural erasure and the severing of family ties, dismantled family structures, weakened cultural transmission, and led to identity crises, inter-generational alienation, and psychological trauma in marginalized communities. These ethnic narratives not only document histories of oppression but also highlight the ethnic groups’ resilience and their efforts to reconstruct multicultural identity through cultural heritage and community ties under multifaceted pressures. Full article

Research in environmental education points out the need for an improvement in pre-service teacher education training in this area. This proposal follows PBL methodology and focuses on the development of an environmental education project whose final product is the organization of a science fair for elementary school students. The 5-week project addresses the topic of urban biodiversity decline and uses the butterfly garden as an initiative to mitigate it. Four months after the program ended, a survey was administered to the 86 participating pre-service teachers. A mixed-methods approach was used, collecting quantitative data on perceptions of urban biodiversity decline, the One Health concept, and environmental education, along with qualitative keyword responses to open-ended questions about the butterfly garden’s impact and the project’s value for self-learning and professional development. Participants reported positive perceptions regarding butterfly gardens after participating in our environmental program, recognizing them as both a valuable educational resource and an effective initiative to mitigate urban biodiversity decline. Respondents showed a strong pro-environmental attitude, taking seriously their role in transmitting environmental values. Using a butterfly garden for teaching purposes offers insight into environmental literacy, connection with nature, and improvements in well-being and is a powerful platform for deep and meaningful pedagogical learning. Full article