(Un)expected Learning Outcomes of Virtual School Garden Exchanges in the Field of Education for Sustainable Development

Urban Farm DB summary

A study of Virtual School Garden Exchanges (VSGEs)—which link local gardening with global thinking by having elementary and secondary school students in different parts of the world exchange information about their school gardens and related topics via digital media—focused on educators' perspectives and the learning outcomes they observed, given ongoing controversy over whether VSGEs are suitable for Education for Sustainable Development (ESD) and whether they produce the learning outcomes educators expect. The researchers conducted 20 semi-structured interviews with VSGE educators, analyzed abductively and qualitatively. Results showed substantial overlap between observed and expected learning outcomes and ESD aims, but the data also revealed that learners engaging with international peers were affected by stereotypes and norms in varying ways: on one hand, VSGEs can lead to "Othering," which is not congruent with either ESD or the expected learning outcomes; on the other, they can inspire Transformative Learning that contributes to ESD aims. The study concludes that VSGEs hold potential for ESD depending on a complex interplay of factors, but are not guaranteed to constitute good ESD practice.