Research & reports
Peer-reviewed research and reports on community urban agriculture, food education, composting, welfare and more.
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687 results(2 / 28)
Plant and Pollinator Diversity and Protection in School Gardens
2026Stefan Jarau · International explorations in outdoor and environmental education · Global
This chapter introduces the co-evolution of flowering plants and pollinating animals, highlighting their adaptations and the challenges of observing these interactions in human-made environments. It suggests that school gardens can serve as important sites for biodiversity conservation by providing habitats for diverse flowering plants and pollinators. Additionally, school gardens can engage students, fostering their interest and motivation to study natural wonders, and the chapter offers suggestions for promoting plant and pollinator diversity and using these interactions for educational purposes.
Food educationBiodiversityPollinatorsEffect of Applying the Outdoor Learning Process on Concept Understanding and Scientific Attitude
2026Istanti Yuli Astuti, Djukri Djukri · Journal of Science Education Research · Global
This quasi-experimental study investigated the effect of outdoor learning on concept understanding and scientific attitude in 64 Grade X students at SMA Negeri 1 Jetis, Indonesia. Students in the experimental class (X1) engaged in outdoor learning in a greenhouse and school garden, while the control class (X2) did not. The results showed that the outdoor learning process significantly improved students' concept understanding of Spermatophyta sub-material, with a medium improvement category (N-Gain Score of 0.7513).
Food educationDiscovering Soil Diversity
2026Birgitta Goldschmidt · International explorations in outdoor and environmental education · Global
This chapter presents a basic course in soil science to help teachers and students understand and manage soil in school gardens. The basics of soil science, evaluating and improving one's own soil, and managing it with knowledge and appreciation can be learned in school gardens. Methods such as composting, careful tillage, mulching, green manuring, favorable crop rotation, and minimal compaction can keep soil fertile and vibrant in the long term.
Food educationCompostOrganic cycleO contato com a natureza como elemento do desenvolvimento infantil: reflexões sobre o papel da escola na contemporaneidade
2026Cássia Rocha Santos, Eliene Gomes Pires da Silva, João Ricardo Costa Rocha, Fabiano Euclides Mendes · Revista fisio&terapia. · Global
This article analyzes the importance of children's contact with nature for their holistic development, emphasizing the school's role as a mediator. Based on bibliographic and documentary research, it discusses how urbanization and other social changes have reduced children's natural experiences, limiting physical, cognitive, social, and emotional development. The study concludes that school-facilitated contact with nature, through practices like school gardens, significantly contributes to holistic child development.
Food educationCommunityHealthEl docente como promotor de una cultura productiva en el marco del PTMS para la escuela del futuro
2026Yenis Katiuska Pereira, Romelia Rodríguez · Revista Multidisciplinar Ciencia y Descubrimiento · Global
This study addressed the limited development of agroecological practices and weak productive culture at Argelia Laya Primary School. Its objective was to analyze the role of teachers as promoters of a productive culture through the implementation of the All Hands to the Soil Program (PTMS). Using a qualitative approach with Transformative Participatory Action Research, findings revealed that teacher leadership fostered agroecological awareness, participatory organization, the establishment of a school garden, and strengthened school–family–community relationships. The study concludes that PTMS is an effective pedagogical strategy for strengthening school productive culture and consolidating the teacher's role in sustainable development.
Food educationCommunityFueling Bright Futures: a mixed-methods case study on integrating gardens, canteens, and nutrition training in philippine public schools
2026Mai A. Hoang, Patricia Isabel A. Matienzo, Diana Jean Umali, Ma. Shiela Anunciado, Lisa Littrell, Susan Rio, Aman Sen Gupta, Tom van Mourik, Lauren DeVol, Rolf Klemm, Emilita Monville‐Oro, Dolly Reario · BMC Public Health · Philippines
The "Fueling Bright Futures" program, an integrated approach enhancing school gardens, improving canteen menus, and providing nutrition education, was evaluated in three public elementary schools in Cavite, Philippines. Baseline and endline assessments in April 2024 and February 2025 showed substantial gains in garden output, dietary diversity, and the nutritional quality of canteen offerings across all schools. However, barriers such as limited resources, irregular garden supplies, time constraints, and outside processed food vendors were identified, and infrastructure and sustainability challenges persisted.
Food educationHealthFrom practice to heritage
2026Dalma Dani-Ördög · Belvedere Meridionale · Global
This paper explores the transformation of peasant work culture in contemporary educational contexts using the theoretical framework of folklorism and heritage-making. Based on qualitative fieldwork at the Gyermekliget Alternative School, it analyzes how agricultural practices are re-contextualized within the institutional setting of a school garden. The findings show that practices originally associated with subsistence farming acquire new pedagogical meanings, particularly in terms of embodied knowledge, sensory experience, and community collaboration. The school garden functions as a mediating space where past practices are reorganized through everyday action rather than being reconstructed.
Food educationCommunityHeirloom & landraceCultivating Dietary Literacy: A Perspective on School Gardens and Nutritional Knowledge in Malawian Primary Education
2026Chikondi Banda, Grace Chisale, Tawonga Mwale, Kondwani Phiri · Zenodo (CERN European Organization for Nuclear Research) · Malawi
This perspective piece proposes a conceptual framework for integrating school gardens into the Malawian primary education curriculum to enhance dietary literacy. It argues that a curriculum embedding practical gardening with lessons on local, nutrient-dense crops can foster a more profound understanding of nutrition than classroom instruction alone.
Food educationHealthCommunitySchool Vegetable Gardens and Their Effects on Children's Diet, Health, and Well-being: A Systematic Review
2026J. R. Shalini, G. S. Sreedaya, V. S. Chinchu · Journal of Scientific Research and Reports · Global
A systematic review analyzed 29 full-text articles from 14,967 identified records to synthesize evidence on school garden interventions for children aged 3–18 years. Most studies found statistically significant improvements in children's nutrition knowledge, vegetable preferences, and willingness to taste vegetables, with small-to-moderate increases in vegetable intake, especially when combined with nutrition education or cooking. BMI effects were mixed and generally small, and long-term success depends on sustainable implementation, longer program duration, and active parental engagement.
Food educationHealthCommunityENSINANDO SOBRE EDUCAÇÃO AMBIENTAL ATRAVÉS DA AGRICULTURA URBANA: OS TELHADOS VERDES
2026ALINE FERNANDA SILVA DE MOURA, RHAISSA FRANCISCA TAVARES DE MELO BALDER, CLOVES AUGUSTO DE LIMA SALES · Editora Realize eBooks · Global
This qualitative, observational study developed a lesson plan on urban agriculture, specifically green roofs, for 9th-grade students over four 50-minute classes. The objective was to engage students practically and creatively in building green roof models, encouraging research and explanation of the topic. The study observed that active methodologies, such as model creation and student-led explanations, made the lesson more engaging and effective, promoting greater content comprehension and developing critical and creative skills related to sustainability and environmental impact.
Food educationClimate changeDIYConnecting People to Nature through Food
2026Shannon Bull, Hailey Gunther, Jessie Pilarcek, Natalie Maurer · Fisher Digital Publications (St. John Fisher College) · Global
This synthesis project, developed from the Cardinal Experience course, explores connecting people to nature through the lens of food. It examines four key areas: food insecurity, sustainability and stewardship, community gardens, and the cultural and social dimensions of food. The project's final deliverable is a comprehensive informational brochure illustrating how these themes intersect to foster a stronger connection between people and nature.
CommunityFood educationFood sovereignty & justiceHealthPráticas pedagógicas para o desenvolvimento da consciência ecológica entre crianças e adolescentes
2026Cledir Aparecida Gottwitz, Franciele Foschiera Camboin · Dialnet (Universidad de la Rioja) · Global
This study analyzed pedagogical practices aimed at developing ecological awareness among children and adolescents in basic education through a literature review of school experiences. Practical activities, school gardens, and interdisciplinary projects were identified as strategies that enhance student participation and strengthen their sense of environmental responsibility. The findings indicate that integrating scientific knowledge with everyday experiences is essential for establishing continuous environmental education.
Food educationCommunityClimate changeFactors Affecting Adoption of Systematic Household Waste Management, Waste Composting and Homestead Farming in Bharatpur, Janakpur and Pokhara
2026Sharad Sharma, Gita Kumari Shah, Arjun Aryal, Bipan Bahadur Tiwari, Bharat Khanal · Nepalese Journal of Agricultural Sciences · Nepal
The SOLID Health project by Nepal Development Society (NeDS) promoted household waste management and homestead farming in Bharatpur, Janakpur, and Pokhara, Nepal, from 2021 to 2024. A survey of 348 households found that 81% practiced either rooftop or kitchen gardening, with rooftop farming most prevalent in Pokhara (64%) and kitchen gardening in Bharatpur (71%). The project led to a 69% change in knowledge and attitude towards waste management and a 39% overall increase in home composting practice. Socio-demographic factors like education level, income, and land availability significantly influenced adoption, with higher education and larger homestead land areas linked to greater practice of kitchen gardening and rooftop farming.
CompostDIYCommunityFood educationFrom Impact Accounting to Accounting for the Loops: Activating Sustainable Communities for Climate Action
2026Dario Cottafava, Francesco Marengo, Giuseppe Emiliano Di Martino, Laura Corazza · Business Strategy and the Environment · Global
This study introduced a social impact accounting framework, "accounting for the loops," for sustainability education for climate action (SECA), applying it to a university-led community garden case study. It found that a sense of belonging and personal recognition activate positive reinforcing loops. However, project size and community autonomy counterintuitively triggered balancing loops, leading to increased bureaucratic obstacles and institutional support needs, which negatively impacted participant motivation.
Governance failureCommunityClimate changeFood educationPolicySCHOOL GARDENS AS A TOOL FOR TRANSFORMATION
2026PAULA CRISTINA BOUFLEUHER VERGUTZ, Mario Ramão Villalva F’ilhi, Davi José Nicaretta Boufleuher · Revista Gênero e Interdisciplinaridade · Global
This article argues that school gardens, specifically the Organic School Garden project, serve as a strategic initiative for Environmental Education (EE) in Early Childhood. Using an Action-Research methodology, the project aims to address Food and Nutritional Security (FNS) laws by producing fresh food and promoting food autonomy. It concludes that this approach empowers children as agents of change, teaching them sustainable food practices.
Food educationFood sovereignty & justiceCommunityClimate changeNeuropaisajismo escolar: un modelo salutogénico de infraestructura de cuidado para la neurodiversidad en el sistema educativo argentino
2026Claudio Marcelo Doratto · Dialnet (Universidad de la Rioja) · Argentina
This article proposes school neurolandscaping as a salutogenic care infrastructure model for neurodiversity within the Argentine educational system. Based on fourteen years of teaching experience, it argues that the crisis in contemporary classrooms stems from the design of "concrete classrooms." The study analyzes how transforming schoolyards, integrating cognitive accessibility and biophilic design, can promote educational justice, concluding that school gardens and soil microbiota preservation are vital for inclusive education in Argentina.
Food educationHealthPolicyCultivating Sustainability: A Phenomenological Study on School and Home Gardens as Community and Social Enterprise Hubs
2026Salome O. Planco, DHCM, MAN, RN, Arbee M. Sincuya, Florentino C. Abaya, Edna S. Fajardo, Mary Jane C. Gutierrez, Grace D. Zaldua, Vicky Presentacion M. Pacete, Gliceria A. Yu, Gaudencia M. De Villa, Rosenia Dela Cruz Francisco, Amparo I. Lim, Leadie P Andalan · International Journal of Research Publications · Global
This study investigated the experiences of various stakeholders in starting and maintaining school and home gardens using a phenomenological qualitative approach. Through focus group discussions with 15 stakeholders (5 teachers, 5 parents, and 5 community members), the findings showed that these gardens serve as platforms for environmental preservation, education, teamwork, and revenue generation. Despite obstacles such as a lack of funds, time, and resources, the combined commitment of stakeholders ensured continuous advancement.
CommunityFood educationEconomicsClimate changeInnovating listening-led classroom practice in primary education:Sounding digital playgrounds
2026Maria; id_orcid 0000-0003-3122-3357 Sappho, Kirstin MacVicard, Pamela Burnard, Frédéric Dufeu, Michael Clarke · Huddersfield Research Portal (University of Huddersfield) · Global
This study investigated how listening-led, sound-based technologies support creative, cross-curricular, place-based learning in primary education. A classroom activity was conducted with three Year 6 classes at the University of Cambridge Primary School using the Listening Playground web app. The project generated student recordings, images, sound maps, and reflections, alongside teacher reflections and researcher observation, forming a listening-led practice where sound functioned as material for inquiry.
Food educationCommunityA(GR)TECTURE: Designing an Agricultural Learning Facility to Energize Food Production in the Urban Areas of Dominica
2026Kendel Constant · DigitalCommons - Kennesaw State University (Kennesaw State University) · Dominica
This thesis explores improving Dominica's urban agricultural sector, examining challenges like hurricanes, landslides, temperature shifts, limited adoption of advanced farming techniques, an aging farmer population, and soil erosion. The proposed Agricultural Learning Facility aims to address these issues by leveraging smart farming methods and enhancing traditional practices. However, the proposed greenhouse and hydroponic systems cannot completely replace traditional farming practices, but rather help increase food production.
Governance failureFood educationCommunityClimate changeFood sovereignty & justiceUrban Gardening in der Sozialen Arbeit und in Bildungseinrichtungen – ein Leitfaden aus dem Wassermelonengarten
2026Juliane Forßmann · OPUS der Technischen Hochschule Augsburg · Global
This guideline extracts successful urban gardening strategies and effective pedagogical interventions from a three-year social community garden project, "Wassermelonengarten," located on the grounds of a family collective accommodation for refugees. The garden served as a laboratory for social work students and residents to explore simple, cost-effective urban gardening techniques and group relationship and project design, aiming to improve the quality of life for all involved. The guideline is intended as a resource for those developing urban gardening projects in social work and educational settings, focusing on strengthening social cohesion and preserving healthy soils and biodiversity.
CommunityFood educationWelfareBiodiversityThe Eco-English Classroom: Using Project-Based Learning in promoting environmental learning initiatives
2026Hazel Acosta Cadungog, Carlos Daniel Cazco Maldonado, Martha Lucía Lara Freire · Dialnet (Universidad de la Rioja) · Ecuador
This research project aimed to promote meaningful learning in English as a Foreign Language (EFL) classes by implementing a Project-Based Learning (PBL) approach, integrating urban agriculture content. The project involved 35 English teachers from four Ecuadorian cities: Azogues, Cuenca, Ibarra, and Riobamba. Data collection on teachers' experiences followed an action-research design. Main findings revealed significant improvement in students' vocabulary development and understanding of basic sentence structures, and teachers noted increased student engagement and interest due to the integration of current and relevant topics.
Food educationCommunityRevisiting the secret garden: (de)territorialising student transience through stories from a university garden
2026Kirsten Lambert, Janene Sproul · International Journal of Sustainability in Higher Education · Global
This research explored the experiences of university students participating in a university community garden project during and after the Covid-19 pandemic, using qualitative semi-structured interviews. The study found that the garden became a home for transient and often marginalized students by decentering normative conceptions of university space. It also highlights that community gardens offer divergent spaces for neurodivergent and LGBTQIA+ students.
CommunityFood educationBiodiversityWelfareFood Sharing in Brno
2026Jennifer Lyons, Anna Davies · Zenodo (CERN European Organization for Nuclear Research) · Czech Republic (Brno)
This report documents the sustainability impacts of Food Sharing Initiatives (FSIs) in Brno, Czech Republic, using data from CULTIVATE's automated Food Sharing Map and submitted Sustainability Impact Assessment data. The estimations cover environmental, economic, and social sustainability pillars. The report notes that the presented impact indicators are a subset of total impacts, and estimations will become more accurate with more submitted data.
CommunityFood educationEconomicsFood sovereignty & justiceSchool garden programs supporting sustainable agricultural intensification through knowledge transfer and family engagement
2026Channaty Ngang, Donchida Wathinputhiporn, Lyda Hok, David R. Ader, Cherdpong Kheerajit · Thai Journal of Agricultural Science · Cambodia
This study investigated the role of school garden programs in facilitating the transfer of Sustainable Agricultural Intensification (SAI) knowledge from students to their families, involving 120 families in Siem Reap province, Cambodia. Data were collected through face-to-face interviews in June 2024 and analyzed using descriptive statistics, chi-square tests, independent t-tests, and logistic regression models. Results showed that parents' occupation, perceived benefits of SAI, and social influence were significant predictors of their willingness to apply SAI practices at home.
Food educationCommunityDIYCultivating Sustainability: How Modern Food Practices Shape Pro‐Environmental Motivation Through Food–Nature Associations
2026Shu Tian Ng, Angela K.‐Y. Leung · Sustainable Development · Global
Three studies (N=383, N=591, N=397) investigated how modern food practices influence pro-environmental motivation through the perceived association of food with nature. The research found that growing food had a positive indirect relationship with pro-environmentalism via food-nature association. However, evidence for natural food consumption was weaker, and cooking showed no significant effects on this relationship.
DIYClimate changeFood education