SCHOOL GARDENING AND ENVIRONMENTAL AWARENESS AMONG

YOUNG LEARNERS

GROUP 6

RESEARCH

BEED 3- COACH

Members:

NIKITA MARIE, CABIGAS

KRISLYN S. LABRADOR

KESHIE JOY B. RAMOS

REAMIE C. SARAUM

ARNEL, MACARAYA

JENELYN, BARLISO

APRILYN, DULLA
REVIEW OF RELATED LITERATURE AND STUDIES

This section presents the relevant literature and studies that the researchers

consider in strengthening the importance of the study. The impact of school gardening on

environmental awareness has been a growing subject of interest, especially as it relates to

developing eco-conscious behaviors among students. School gardening introduces

students to hands-on experiences that foster a deeper understanding of ecological

processes, sustainability, and biodiversity. This approach aligns with experiential

learning, where students are directly involved in environmental stewardship.

This review aims to explore existing literature related to school gardening and its

influence on environmental awareness, focusing on how engaging with nature through

gardening promotes responsibility for the environment and encourages sustainable habits.

Studies show that students participating in school gardening programs demonstrate

increased knowledge of environmental issues and display positive changes in attitudes

towards environmental conservation. Such initiatives not only enhance students'

environmental literacy but also cultivate long-term behavioral shifts that support a

sustainable future.

Educational Benefits of School Gardens

School gardens are an engaging and useful way to create spaces that are

conducive to learning. Schools can use plants as a valuable teaching tool to encourage

better dietary habits, teach environmental stewardship, and support social and community

development. By cultivating a variety of fruits, vegetables, herbs, and other plants.

Through, project-based curriculum which helps students comprehend sustainability and

understand the natural world better. This applies to the growing popularity of school
gardens as hands-on learning resources that impart values such as self-discipline,

cooperation, and respect for the environment in addition to the intended subject and that

educators can employ to enhance students’ academic achievement, social and behavioral

growth, and environmental knowledge and appreciation across the curriculum. Hence,

teachers, students, and community members can work together in a school garden but it is

not just a way to promote environmental attitudes, knowledge, and experience; Amiri et

al. (2021) study proven that school gardens are a good teaching tool that help children

develop their social behaviors by changing the attitudes, mindsets, and behavioral

patterns of the student.

It was pointed out that outdoor activities enabling observation and experience

stimulate cognitive processes and facilitate learning. Classes in gardens can therefore be a

form of prevention and therapy for school failures (Kuleczka-Raszewska 2019).

Garden activities promote sensory integration. Information arrives through the

sensory organs, facilitating cognition. Gardens abound in factors stimulating the senses,

awakening memories, conducive to learning. Research confirms that human brain is most

active during physical activity and independent exploration of the environment

(Dudkiewicz, Krupinski, and Stefanek 2019, 7). Children are eager to explore their

surroundings. The children who grew vegetables and fruit in gardens demonstrated

beneficial changes in three areas: “knowledge about vegetables and fruit, greater

willingness to try vegetables and fruit, preference for vegetables and fruit in adulthood”

(Baj-Lieder 2021, 50).

 A school garden enables the Implementation of assumptions regarding social and

natural education. Gardens can also have educational functions. They have an impact on

shaping sensitivity to the development of every living being, mindfulness to changes in

nature, self-discipline and a sense of responsibility for other beings. Outdoor education

“is a way of experiential learning and teaching that requires the involvement of all the

senses and spheres of development and direct relations with the environment” (Michalak

and Parczewska 2019, 63). It provides multidimensional exploration of the world,

develops cognitive skills, enables interaction with every part of the natural and cultural

environment.

Education for sustainable development is holistic and transformational education

which addresses learning content and outcomes, pedagogy and the learning environment.

It achieves its purposes by transforming society (Armakolas et al., 2019).

One vital pragmatic and social activity in schools is the school garden (SG). It

represents development of ‘head, hand and heart’ and it should be of importance to all

learners. School gardens should be activities used to support learning in the learning-

teaching process (Kuru et al., 2020). Additionally, establishing SGs can serve academic,

social, environmental remediation, and other purposes while positively impacting

students’ achievement. In other regions, SGs are familiar resources in education and have

been reported to positively contribute to pedagogical and affective experiences of pupils

at the Primary Education level (Ambusaidi et al., 2019). Teachers and administrators

were especially stressed as new challenges arose when attempting to convert school

gardening activities to the virtual realm. Solutions for continuity of outdoor

applications during the pandemic require very creative interventions (Moore et al.,
2020). Among the perceived benefits highlighted by prospective teachers were

involvement of parents and building of supportive relationships between school and

home, sensitization to the importance of gardening as a collaborative and

productive activity, as well as increased motivation and a sense of responsibility and

independence. It was generally believed that this activity is highly beneficial for the

development of primary level students (AGSC3018 Course Reflection, 2020). This

experience has shown that despite pandemic restrictions and other physical limitations,

within the primary school, school gardening has tremendous potential.

There was much debate among the learners and educators about how the

vegetables harvested from the gardens would be used. At one school, there was some

unhappiness among the learners that they had not been consulted by the educators. At

another school, the learners decided to contribute the vegetables to the school kitchen, to

be added to the meals provided through the school feeding schemes.

The gardens also generated discussion among learners and teachers about giving

vegetables to needy families, and in the holidays, the vegetables were given to

community members or school staffs that took care of the gardens. Another example of

how the gardens generated opportunities for learners to verbalize their awareness of the

needs of others was when one participant explained that the garden would be very helpful

for their old grandmother because it would be easier for her to manage than a

conventional garden. Brigid Letty et. Al (2024)

The process of linking subjects to the school gardens, which integrates indoor and

outdoor teaching, also requires collaboration between teachers (Christensen and Wistotf,

2019). This integration was not explored in a structured manner through the TESF project
since the initial decision taken by school principals was to limit learner involvement in

the gardens to break times rather than integrating garden activities into the lesson plan. It

became apparent that more support needs to be provided to teachers in terms of the

relevance of the garden to their respective teaching subjects since it was clear from our

observations that many of the educators found it interesting but did not have the

confidence to integrate the garden into their lessons.

Previous studies have shown that educators often avoid contexts of teaching

approaches with which they are unfamiliar, which was demonstrated at a school in

Norway that also introduced food gardens as a teaching tool (Christensen and Wistotf,

2019). Similarly, it has been found that educators with no experience in gardening do not

support the introduction of school gardens (Christensen and Wistotf, 2019). The project

time frame only allowed for piloting of the concept and would have needed to be

accompanied by training guides for educators to be effectively integrated into the

curriculum, as recommended by Christensen and Wistotf (2019).

Another aspect that would need more attention is the creation of space within the

lesson plan not only for educators to make use of the gardens as a learning tool, but also

for learners to manage the gardens – weeding, watering, harvesting and then replanting.

The ongoing maintenance of the gardens would also have cost implications for the

schools, which would need to be included during the school budgeting process.

A number of studies have found that the usefulness of gardens as a tool for

enriching the learning environment depends on the buy-in of knowledgeable staff with

access to necessary resources, as well as attention to curriculum development to support

the integration of classroom and outdoor learning processes (Williams and Dixon, 2013;
Holloway et al, 2023). The TESF project has initiated very useful discussion and

exchange of ideas between NGO staff and educators about the benefits of food gardens

and alternative teaching methods and provides a sound basis for future work of this

nature. These naturalists attributed their growing interest in nature to school activities that

reinforced their passion (Hecht et al., 2019).

The loss of nature experience could impair children’s well-being, as well as their

concern for nature (Chawla, 2020; Jimenez et al., 2021). Additionally, the interaction

between children with nature has been largely replaced by electronic screens (Edwards &

Larson, 2020), and the longer screen time often increased the risk of emotional and

behavioural problems (Song et al., 2020).

Similarly, evaluations of garden-based learning programmes by Eugenio-Gozalbo

et al. (2020) across various educational stages showed significant improvements in

students’ plant knowledge, particularly related to anatomical traits and biodiversity.

Additionally, Pollin and Retzlaff-Fürst (2021) conducted a self-report study and

standardized observations with sixth-grade students, revealing that school gardens

provided students with increased social opportunities and positive emotions compared to

traditional science classes in the classroom. Given these findings, it is worth exploring

whether a school garden with abundant natural components can be used to cultivate the

interest of primary school children in nature while helping to alleviate their study-related

stress.

In 2008, the global financial crisis led to a spike in requests for allotment garden

spots, not only for food provisioning, but also for reducing stress and enhancing social

relationships and ecological connectedness (Cohen, 2016, Schoen et al., 2021).

Gardening is often a symbol for or response to sustainability imperatives in the face of

issues such as global urbanization, dwindling food security, and supply chain challenges.

Further, research shows that gardening can relieve anxiety, foster physical activity,

nurture social interactions, mental wellbeing and inclusive spaces (Odeh et al., 2022,

Fjaestad et al., 2023, Litt et al., 2023).

The increased engagement in gardening was, however, far from universal. Indeed,

some people reported having less time to connect with nature and their gardens

depending on their work status (e.g., health care professionals) and domestic

commitments (e.g., home schooling) (Kingsley et al., 2022, Astell-Burt and Feng, 2021).

Moreover, the impacts of the pandemic on mental and physical health and wellbeing were

not experienced or distributed equitably (Rahimi-Ardabili et al., 2022).

Despite the oft-repeated catch phrase that ‘we’re all in this together’, the

pandemic highlighted and indeed exacerbated existing and well-documented health and

gender inequalities, the inadequacies of many welfare support systems, and the global

magnitude of food insecurity (Lal, 2020, Manzo and Minello, 2020, Rose-Redwood et al.,

2020, Wolff, 2020, Hansman, 2022). These differences highlight the importance of

understanding how inequity and context shaped the experience of gardening during the

pandemic. The following sub-headings highlight three key themes that emerged from our

review of literature on gardening during the pandemic which focused on food (in)security

and systems, health and wellbeing and social dimensions.

Lehberger et al. (2021) found individuals who owned gardens during the

pandemic had improved life satisfaction and self-reported mental wellbeing compared to

non-garden owners. However, it must be noted that this comparison of garden versus
non-garden ownership benefits could also be based on several other determinants of

health and inequalities such as socio-economic status, stress, housing issues, and so forth.

Recognizing that not all individuals have access to garden spaces, some authors advocate

for an increased provision of garden allotments to address the social, physical, and mental

health challenges and inequalities associated with the pandemic and future crises (Niala,

2020).

School gardens also contribute to food literacy by teaching students about healthy

food choices, agricultural practices, and meal preparation within rural and regional

communities. Using a qualitative case study approach, the research focuses on a kitchen

and garden program in North-West Tasmania, Australia. In-depth interviews with school

staff, along with student feedback, were conducted to evaluate the program’s

effectiveness. The program was assessed through a Context-Mechanism-Outcome

(CMO) framework, followed by a retrospective program logic model, which provided

insights into the essential components required to establish and sustain such initiatives.

The study Identified several key factors for successful implementation, including

the presence of dedicated kitchen and garden spaces, skilled teachers, adequate materials,

and strong community and school support. Integrating garden activities into the school

curriculum was also essential to ensure meaningful student participation. Holloway et al.

(2023) found that positive outcomes—such as improved student engagement, behavioral

change, and the development of skills and knowledge—depended on collaborative efforts

between school leadership, staff, parents, and the wider community.

The research also highlights how school gardening programs enhance students’

food literacy by improving their abilities and attitudes toward gardening, healthy food
production, and meal preparation. These developments contribute to better food security,

benefiting not only the students but also their families and the broader community.

Holloway et al. (2023) suggest that the success of these programs requires ongoing

institutional and community involvement to foster sustainable food education and

security outcomes.

This study provides valuable insights for educators and policymakers,

emphasizing the importance of integrating gardening programs into school curricula to

promote sustainable practices, food awareness, and community well-being.

While the objective of introducing the tower gardens was to create awareness

about possibilities of supplementing household diets using local resources including grey

Water, it soon emerged that the gardens could generate a much wider suite of benefits. In

the literature, some of the topics that gardens raise include awareness of nature and

environmental problems (Christensen and Wistotf, 2019). The most obvious one was that

the classroom could be extended into the garden such that aspects of different subjects

could be taught in the garden.

A study by Williams et al (2023) found that the real-life application of

mathematical concepts, which included a school garden context, impacted on

mathematical competencies and attitude towards the subject. The study demonstrated

enhanced self-esteem and cognitive development result of programmes that introduced

music into the curriculum (Uhlig, 2019). Song has been found to motivate learners to

participate in certain subjects (Şener and Erkam, 2019).

In the current TESF project, the garden group were asked to create their own

songs drawing on the knowledge and experience gained from their garden activities – as
opposed to the choral group, who were provided with existing songs to sing. Two of the

schools provided an opportunity for learners to perform their songs to parents and other

learners at events such as prize giving. The parents also had an opportunity to see the

tower gardens and there was much interest. This shows that the school gardens can play a

role of introducing new methods of household food production into the local

communities. One of the educators even took the idea home and adapted it based on

available materials as she saw the benefit of the technique. The garden allowed learners

to think about social issues, such as families in need within the school. They were

exposed to new types of vegetables and they learnt how to harvest them.

Sustaining school garden programs requires overcoming various barriers and

identifying key strategies to ensure their long-term success. Hoover et al. (2021)

conducted a study to explore the attributes and practices that contribute to thriving school

gardens, with the goal of translating these findings into actionable recommendations for

improving garden-based nutrition education. The study used surveys of school

stakeholders and expert panels to assess the challenges, resources, and strategies

associated with successful garden programs.

Results indicated that thriving school gardens depend on several factors, including

strong community involvement, administrative support, dedicated funding, and

integration with the school curriculum. These findings highlight the importance of

strategic planning and resource mobilization to ensure the sustainability and effectiveness

of school gardens in promoting nutrition education.

In addition to fostering healthy eating, school gardens also have the potential to

enhance social and emotional learning (SEL) among students. Lohr et al. (2021)
conducted a scoping review to assess the impact of school garden programs on five core

SEL competencies: relationship skills, responsible decision-making, self-awareness,

social awareness, and self-management. While qualitative studies demonstrated that

school garden interventions positively influence SEL, quantitative evidence was limited,

with few statistically significant outcomes. This suggests that while school gardens may

offer valuable experiences promoting SEL, more research is needed to establish stronger

empirical evidence supporting their impact.

Together, these studies emphasize that school gardens not only contribute to

nutrition education but also offer opportunities for social, emotional, and experiential

learning. Addressing barriers through strategic planning and ensuring access to resources

are essential to creating sustainable and impactful garden programs that benefit students

holistically.

The garden engages students by providing a dynamic environment in which they

observe, discover, experiment, nurture, and learn (Williams, 2019). According to

Eugenio-Gozalbo (2020), the school garden can be compared to a living laboratory where

lessons are drawn from real-life experiences rather than textbook examples. This hands-

on learning activity allows students to become very active participants in the teaching and

learning process.

Vegetable gardening provides learners with many opportunities for learning new

things (Rector, 2021). Caring for a living thing, watching it grow gradually, and reaping

the benefits helps students develop positive life traits like patience, respect, pride, and,

most importantly, commitment (Rector, 2021). These activities promote good health

among students and teachers as a few calories are often burned during garden work. One
of the most relevant and exciting things school gardens offer youth is the development of

an appreciation for the natural environment and a high sense of interconnectedness that

students may not experience in other subject areas of education. This means that practical

agriculture through gardening could enhance the teaching and learning of other subjects

apart from agricultural science (Trendov, 2019).

Alongside lessons in core academics, gardening teaches vital life skills (Kallhoff,

2019). Planning a garden requires teamwork, patience, and perseverance (Rector, 2021).

Although these skills are rarely tested or recorded, the lessons learnt from them will stick

with students throughout their lifetime. Therefore, the effort to formally evaluate the

educational impacts of the school garden program on student teachers cannot be

misplaced.

A novel form of gardens, known as tower gardens, was introduced to Grade 6

learners with the intention of enriching their learning environments while also

contributing to local livelihoods. These gardens are a form of raised beds that are an

efective technology for year-round household vegetable production (Kuddus et al, 2021).

In our case they were constructed from shade cloth stretched around five metal standards

that had been inserted into the ground. The structure was filled with a combination of

organic matter and soil and a range of vegetable seedlings were planted on the top as well

as the sides of the tower garden. There was a core filled with stones and ash down the

center of the tower that allowed for the safe application of grey water. The gardens were

novel because the learners were only with familiar with planting directly into the ground

and were unfamiliar with the use of grey water for irrigation. Towards understanding how

effectively the tower gardens enriched the learning environment, the process of engaging
the learners and educators and introducing the gardens was documented at each of the

schools and some key lessons are shared here.

Many schools of thought suggest that a properly organized and supervised school

garden program should basically focus on improving students’ nutrition through the

promotion of (a) positive attitudes toward fresh produce by providing experiences of

eating high-quality, fresh produce, some of which they may have helped to grow; (b)

knowledge of the health benefits of more nutritious eating and the health risks of less

nutritious eating; and (c) peer and family norms that are supportive of healthy eating

(Rector, 2021).

Studies have shown that students who are allowed to learn in an outdoor

environment such as a garden have improved environmental attitudes, positive work

ethic, increased students’ self-esteem and attitudes toward school, patience and

responsibility, improved teamwork and relationships, strengthened school spirit, and a

positive attitude towards the protection of the environment, especially among younger

students (Kallhoff, 2019).

Moreover, gardening activities promote family and community involvement, as

students share their knowledge with others. This collaborative effort strengthens social

bonds and encourages sustainable practices beyond the classroom (Letty et al., 2024).

Impacts On the Environmental Awareness Among Learners

School gardening has a significant impact on the environmental awareness of

students, helping them connect with nature and fostering a sense of responsibility towards

the environment. It provides hands-on learning opportunities where students can observe

ecological processes, understand the impact of human activities on ecosystems, and

develop skills like problem-solving and critical thinking. By participating in school

gardening, students gain a deeper appreciation of biodiversity, sustainability, and

environmental protection (Louis b. , 2013)

According to the study of (Demir, 2023) School gardening plays an important role

in the environmental education of learners, their study revealed the effectivity of school

gardening in the environmental awareness of students which greatly impacted them

positively. The study also stated how the learners feel about environmental education

activities, most of them stated that it is fun, useful, and instructive. The result of their

study determined that the workshop applied in school gardening has increase the

environmental awareness of young learners specifically to their subject which are grade 4

students. The aftermath of the conducted research suggests that environmental awareness

should be fostered in students through school gardens, supported by the inclusion of

various activities that encourage positive attitudes within educational environments.

One highly effective approach to fostering a sense of responsibility and care for

the environment in young learners is through school gardening programs (DiPadova,

2023). These initiatives provide students with direct, hands-on experiences in nature,

offering them the opportunity to engage with the natural world in a meaningful way. As

they tend to plants and observe the growth cycles of various species, students gain a

deeper appreciation for the complex beauty of plant life, the vital role of insects, and the

presence of small animals that contribute to the health and balance of local ecosystems.

These gardens become outdoor classrooms where students can see firsthand how living

things rely on one another for survival, reinforcing the concept of ecological

interconnectedness.
 By participating in the cultivation and care of a garden, students not only learn

about the practical aspects of plant growth but also develop a greater understanding of

how their actions, no matter how small, can impact the environment. This process

nurtures a sense of stewardship, encouraging students to take responsibility for the well-

being of their surroundings and to approach environmental issues with a more thoughtful

and caring attitude.

There are also environmental benefits of school gardening as cited, first, the

learners can learn about biodiversity, school gardening can serve as mini ecosystems that

may attract different kind of plant and animal species especially insects, in this way

learners will know the importance of biodiversity and may increase their ability to learn,

connect and reflect with their environment.

Another important lesson learners gain from school gardening is how to conserve

and preserve water. By understanding efficient irrigation techniques and water

management, they become aware of the importance of minimizing water consumption,

especially in regions where this resource is scarce. This hands-on experience teaches

them the value of responsible water use, fostering a broader sense of environmental

awareness. As they apply these practices in the garden, students begin to realize how

small, mindful actions can have a significant impact on preserving natural resources,

contributing to a more sustainable and eco-conscious future.

According to the study of the Papadopoulou Aikaterini, Kazana Athina,

Armakolas Stefanos (2020), school garden serves as a dynamic workshop or laboratory in

nature for students, profoundly influencing their attitudes toward both the natural world

and the broader environment in which they live. By engaging in gardening activities and
caring for plants, students gain firsthand experience with the life cycles of various

species, fostering qualities such as responsibility and patience. This hands-on

involvement also cultivates environmental awareness, allowing them to connect their

actions to the health of the planet.

Furthermore, active engagement with nature through school gardening has

significant effects on learning, behavior, and attitudes toward the environment in general.

As students immerse themselves in the processes of planting, nurturing, and harvesting,

they develop a deeper appreciation for the interconnectedness of life. This experiential

learning not only enriches their understanding of ecological principles but also instills a

sense of stewardship for the environment.

Moreover, the school garden can act as a catalyst for introducing meaningful

changes that promote sustainability within the school community. By integrating

sustainable practices into the gardening process, such as composting, water conservation,

and organic gardening methods, schools can advance their mission toward environmental

responsibility. This transformative approach not only benefits the students but also sets a

positive example for the entire community, demonstrating the importance of caring for

the environment and inspiring collective action for a more sustainable future.

According to the study conducted by Bristish Ecological Society their findings

indicated that engaging children in garden-based activities was beneficial for stimulating

and sustaining situational interest, which could lead to a long-term individual interest in

nature. However, to meet the diverse needs of children, appropriate scaffolding, along

with sufficient time and space for exploration, proved essential, in addition to the element

of novelty.
 The researchers recommend implementing mini botanical gardens and club

activities in schools to connect formal and informal education. The garden not only

enhances the campus's aesthetic appeal but also offers a safe and innovative environment

that encourages children's autonomy and supports their learning.

The findings suggest that primary school settings have the potential to ignite the

inherent interest in nature that exists within every student. (Chen, 2024).

Fostering connectedness to nature should be a goal for environmental education

programs, and there is an increasing consensus within the scientific community that

educational gardens play an important part in this effort. of invasive plant species, or a

recognition of the interdependence of people and plants. Gardens within the school

context also engage students to cultivate an interest in science within a holistic and real-

world context, but unlike remaining outdoor recreational spaces on school grounds,

educational gardens typically cover a variety of subjects relevant to the school’s

curriculum. (Herlander et al., 2022)

Impact of School Gardening in the Health of Learners

A study found that school gardening projects generally had a positive impact on

children's health, with significant reductions in both BMI percentile and waist

circumference. While acknowledging the need for more high-quality studies and

consistent anthropometric measurements, the authors concluded that school gardening

projects contribute modestly but positively to improving children's health. (Andrea

Rochira et al., 2020).

Gardening activity is beneficial in maintaining a person’s perceived health and

well-being especially in times of distress and social isolation. People who engage in
gardening activities are better at adapting to change, making them more resilient and

adjusted from grief and loss of a loved one. It is recommended to incorporate gardening

as an adaptive means in improving the public’s health and well-being especially at times

of health crises. (Bryan G et al., 2022)

Home gardening has also improved people’s life satisfaction and self-esteem

during the period of the pandemic. The study has identified the new finding which is the

difference of effects of home gardening on people based on gender which was not found

by previous literature. Moreover, the health practitioners can use the findings of this

study to avoid the possibility of people suffering from mental illnesses. The government

can use the findings of this study to implement strategies that enhance the mental

wellbeing of people not only during the period of COVID-19 but also in similar

situations. Thus, home gardening can be recognized as a method which provides both

mental and physical benefits. It also acts as a solution for the world food poverty. By

considering the aforementioned benefits, the government should take necessary steps to

promote the concept of home gardening which enhances the wellbeing of people and also

secures the necessity of food in a country. (WEERAKOON R. et al., 2021)

According to study of ValerIe A. Ubbes; Karly Geller; Sophia Whitesel (2024), they

determined that A single mediation model determined that health literacy mediated the

relationships between the individual, vegetable eating behavior, the classroom

environment, and the garden environment. As such, reciprocal determination was

observed between the behavioral factor, individual factor, and two environmental factors

with small to large effects. In summary, the FHLS-SG is a psychometrically sound

instrument for use in school gardening studies with an interest in health literacy as a

mediator for explaining reciprocal determinism within social cognitive theory.

As cited in the study conducted about How Gardening in Detroit Influences

Physical and Mental Health was one of few to examine that perceived health impacts of

urban gardening in a racially diverse sample of participants in the United States.

Participants commonly reported that gardening was beneficial to physical activity,

physical health, and mental wellbeing, which is highly consistent with previous

qualitative research conducted with mostly white participants in Western countries, but

also shared their unique perspectives from their own cultures and communities. Our

findings demonstrate that gardening has the potential to influence health in diverse

groups of people, and thus may have the potential to address health disparities. (Alyssa

W. Beavers et al., 2022)

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