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oai:riuma.uma.es:10630/286632026-02-03T11:01:46Zcom_10630_2254col_10630_37953

Identifying key issues for university practitioners of garden-based learning in Spain. Eugenio-Gozalbo, Marcia Pérez-López, Raquel Tójar-Hurtado, Juan-Carlos Ecología agrícola Enseñanza superior Agricultura sostenible Huertas Agroecology Degrowth transition Higher education Organic learning gardens Sustainability education The presence of learning gardens in Spain is growing, and the current scenario is highly diverse in relation to issues such as participatory models or purposes, among others. In the context of the 1st National Meeting on organic learning gardens, we convened eight expert practitioners in a focus group. Their discourse was analyzed through content analysis, after which four categories were selected for co-occurrence analyses. The most important questions for university garden-based practitioners in the country are presented, related to actors involved, functions that gardens fulfill, strengths of these educational resources, and requirements for their consolidation. This work was supported by the Social Council of the University of Valladolid. 2024-01-11T12:11:26Z 2024-01-11T12:11:26Z 2024 2020-01-07 journal article AM Eugenio-Gozalbo, M., Pérez-López, R., & Tójar-Hurtado, J.-C. (2020). Identifying key issues for university practitioners of garden-based learning in Spain. The Journal of Environmental Education, 51(3), 246–255. https://hdl.handle.net/10630/28663 10.1080/00958964.2019.1687407 eng Attribution-NonCommercial-NoDerivatives 4.0 Internacional http://creativecommons.org/licenses/by-nc-nd/4.0/ open access application/pdf Routledge