A recent study published in the Journal of Biological Education emphasizes the critical need for increased education on the importance of plants in children’s curriculum, especially within the context of climate change and sustainability. The research suggests that botany should be given greater prominence in educational policies, urging for a shift in the school curriculum to address the insufficient representation of plant significance and threats in science education.
Dr. Bethan Stagg from the University of Exeter and Professor Justin Dillon from UCL argue that teachers should receive support and training to challenge existing assumptions about plants, enabling them to effectively communicate the vital role of plants in the environment. The study highlights the essential role of plant diversity in ecosystem functioning and the threats faced by many species due to habitat loss, exploitation, and climate change.
The researchers underscore the need for frequent interactions with plants, emphasizing that plant awareness develops when individuals have direct connections with plants relevant to their lives. Dr. Stagg notes the ubiquity of wild plants even in built-up environments, suggesting that incorporating plants into the classroom can provide valuable resources for fostering connections with biodiversity.
Dr. Stagg states, “Embedding plants in sustainability education is no small challenge, since biological diversity and the ecological crisis are already sidelined in many sustainability policies and debates.” The researchers advocate for educational approaches that raise awareness about biodiversity more broadly, emphasizing the need for practical skills, from plant identification to habitat management, to instill a sense of personal motivation and social commitment in students.
Professor Dillon adds, “Understanding plants’ role in sustainability requires more than knowledge; it requires practical skills, personal motivation, and social commitment.” The study concludes that a shift in educational interventions is necessary to address the lack of plant awareness and develop ecological literacy and agency in learners. Dillon and Stagg are actively championing this approach through webinars and forthcoming open-access courses for educators.