The Role of Botanical Gardens in Teacher Training within the Context of Climate Change and Education for Sustainability
Abstract
The current socio-environmental crisis, characterised, among other things, by the collapse of biodiversity, climate change, and an increasing symbolic and educational disconnection from the natural world, requires profound transformation across all areas, especially education. In this context, university botanical gardens emerge as key infrastructures for promoting meaningful, contextualised, and interdisciplinary education for sustainability. This study analyses the potential of the Botanical Garden of the University of Valencia as a teaching resource for the professional development of secondary school teachers.
The research is structured around the design, implementation, and evaluation of an intensive course on sustainability and climate change, carried out in 2022 and 2023. Teachers from different subject areas participated, working collaboratively to create teaching proposals applicable to their respective subjects, aligned with the curriculum and the Sustainable Development Goals. Throughout the sessions, theoretical reflections were combined with practical outdoor experiences, thus fostering active learning, an emotional connection to nature, and practical classroom application.
The results show a high appreciation of the course and the garden as an educational space. The activities carried out demonstrated the potential of an interdisciplinary approach to address environmental issues from different perspectives. The proposals ranged from estimating CO₂ sequestration to the recovery of plant cultural heritage. The teachers expressed their intention to implement these ideas, thereby reinforcing their commitment to educational transformation.
This study concludes that integrating green spaces, such as botanical gardens, into teacher training fosters a reconnection with natural systems and contributes to the development of key competencies for addressing the socio-environmental challenges of the 21st century.
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Amprazis, A., & Papadopoulou, P. (2020). Plant blindness: a faddish research interest or a substantive impediment to achieve sustainable development goals? Environmental Education Research, 26(8), 1065–1087. https://doi.org/10.1080/13504622.2020.1768225
Beery, T., Chawla, L., & Levin, P. (2020). Being and becoming in nature: Defining and measuring connection to nature in young children. International Journal of Early Childhood Environmental Education, 7(3), 3–22.
Buchanan, J. (2012). Sustainability education and teacher education: Finding a natural habitat? Australian Journal of Environmental Education, 28(2), 108–124. https://www.jstor.org/stable/26422799
Bybee, R. (1991). Planet Earth in crisis: how should science educators respond? The American Biology Teacher, 53(3), 146–153. https://doi.org/10.2307/4449248
Çakar, N. D., Gedikli, A., Erdoğan, S., &Yıldırım, D. Ç. (2021). Exploring the nexus between human capital and environmental degradation: The case of EU countries. Journal of Environmental Management, 295, 113057. https://doi.org/10.1016/j.jenvman.2021.113057
Cebrián, G., & Junyent, M. (2015). Competencies in education for sustainable development: Exploring the student teachers views. Sustainability, 7(3), 2768–2786. https://doi.org/10.3390/su7032768
Chalkley, B., & Sterling, S. (2011). Hard Times in Higher Education: The Closure of Subject Centres and the Implications for Education for Sustainable Development (ESD). Sustainability, 3(4), 666–677. https://doi.org/10.3390/su3040666
Chu, L. K. (2022). Determinants of ecological footprint in OCED countries: do environmental-related technologies reduce environmental degradation? Environmental Science and Pollution Research, 29(16), 23779–23793. https://doi.org/10.1007/s11356-021-17261-4
Collazo, L., & Geli, A. M. (2017). Avanzar en la educación para la sostenibilidad. Combinación de metodologías para trabajar el pensamiento crítico y autónomo, la reflexión y la capacidad de transformación del sistema. Revista Iberoamericana de Educación, 73, 131–154. https://doi.org/10.35362/rie730295
Corney, G., & Reid, A. (2007). Student teachers' learning about subject matter and pedagogy in education for sustainable development. Environmental Education Research, 13(1), 33–54. https://doi.org/10.1080/13504620601122632
Cramer, W., Guiot, J., & Fader, M. (Eds.). (2020). Climate and Environmental Change in the Mediterranean Basin – Current Situation and Risks for the Future. First Mediterranean Assessment Report (MAR1). Union for the Mediterranean, Plan Bleu, UNEP/MAP, MedECC. https://www.medecc.org/first-mediterranean-assessment-report-mar1/
De Rivas, R. (2024). La Educación Secundaria frente al Cambio Climático y la Sostenibilidad: concepciones del alumnado y propuestas de intervención para la formación del profesorado en el marco de los ODS [Tesis de doctorado, Universitat de València]. Roderic.
De Rivas, R., Güemes, J., & Mayoral, O. (2024). Jardines botánicos, recurso didáctico y oportunidad ante la emergencia climática. En R. Borges y E. Martínez-García (Eds.), Sostenibilidad curricular en ciencias y herramientas desde ingeniería. Las universidades como motor de cambio ecosocial: sostenibilización curricular (pp. 255-273). Tirant Humanidades.
De Rivas, R., Vilches, A., & Mayoral, O. (2025). Bridging the Gap: How Researcher-Teacher Collaboration Is Transforming Climate Change Education in Secondary Schools. Sustainability, 17(3), 908. https://doi.org/10.3390/su17030908
Díaz, S., Settele, J., Brondizio, E. S., Ngo, H. T., Agard, J., Arneth, A., & Zayas, C. N. (2019). Pervasive human-driven decline of life on Earth points to the need for transformative change. Science, 366(6471), eaax3100. https://doi.org/10.1126/science.aax3100
Dodd, J., & Jones, C. (2010). Redefining the role of botanic gardens: Towards a new social purpose. Research Centre for Museums and Galleries (RCMG).
Eberbach, C., & Crowley, K. (2017). From seeing to observing: How parents and children learn to see science in a botanical garden. Journal of the Learning Sciences, 26(4), 608–642. https://doi.org/10.1080/10508406.2017.1308867
Evans, N. (2020). What ought to be done to promote Education for Sustainability in teacher education? Journal of Philosophy of Education, 54(4), 817–824. https://doi.org/10.1111/1467-9752.12482
Folke, C. (2013). Respetar los límites del planeta y recuperar la conexión con la biosfera. En The Worldwatch Institute (Ed.), La situación del mundo 2013. ¿Es aún posible lograr la Sostenibilidad? Icaria.
García-González, E., Jiménez-Fontana, R., & Azcárate, P. (2020). Education for sustainability and the sustainable development goals: Pre-service teachers’ perceptions and knowledge. Sustainability, 12(18), 7741. https://doi.org/10.3390/su12187741
Geli, A. M., Junyent, M., & Arbat, E. (2005). La sostenibilidad en la formación inicial del profesorado: aplicación del modelo ACES. Enseñanza de las Ciencias, número extra: VII Congreso. https://www.blues.uab.es/~sice23/
Geli, A. M., & Terradellas, M. R. (2019). Formación de maestros mediante aprendizaje basado en retos y procesos de co-creación, en Ruiz-Herrera, N. Guillén-Riquelme, A., Guillot-Valdés, M. (Coords.), Avances en Ciencias de la Educación y del Desarrollo. AEPC.
Gil Pérez, D., & Vilches, A. (2017). Educación para la sostenibilidad y educación en derechos humanos: dos campos que deben vincularse. Teoría de La Educación. Revista Interuniversitaria, 29(1), 79–100. https://dx.doi.org/10.14201/teoredu29179100
Gil Pérez, D., & Vilches, A. (2023). Cómo avanzar en la necesaria transición a la Sostenibilidad. Ciência & Educação, 23, e23027, https://doi.org/10.1590/1516-731320230027
Hewitt, G. M. (2011). Mediterranean peninsulas: the evolution of hotspots. In Biodiversity hotspots (123-147). Springer.
Heyd, T. (2006). Thinking through botanic gardens. Environmental Values, 15(2), 197-212. https://www.jstor.org/stable/30302159
Holm, T., Sammalisto, K., Grindsted, T., & Vuorisalo, T. (2015). Process framework for identifying sustainability aspects in university curricula and integrating education for sustainable development. Journal of Cleaner Production, 106, 164-174.
IUCN. (2023). The IUCN Red List of Threatened Species. Version 2023-1. https://www.iucnredlist.org
López-Fernández, C., Paños, E., & Ruiz-Gallardo, J. R. (2024). Responsible consumers are made, not born: a clothing secondhand market experience in two Spanish high schools. The Journal of Environmental Education, 1-20. https://doi.org/10.1080/00958964.2023.2300447
Lugg, A. (2007). Developing sustainability-literate citizens through outdoor learning: Possibilities for outdoor education in higher education. Journal of Adventure Education & Outdoor Learning, 7(2), 97–112. https://psycnet.apa.org/doi/10.1080/14729670701609456
Mayoral, O. (2019). Las plantas como recurso didáctico. La Botánica en la enseñanza de las Ciencias. Flora Montiberica, (73), 93-99.
Medir, R. M., Heras, R., & Geli, A. M. (2014). Guiding documents for environmental education centers: an analysis in the Spanish context, Environmental Education Research, 20(5), 680–694. https://doi.org/10.1080/13504622.2013.833590
Miller, H., & Derewnicka, L. (2019). Citizen science. Roots, 16, 4–5.
Murga-Menoyo, M. Á., & Novo, M. (2017). Sostenibilidad, desarrollo «glocal» y ciudadanía planetaria. Referentes de una pedagogía para el desarrollo sostenible. Teoría de la Educación. Revista Interuniversitaria, 29(1), 55–78. https://doi.org/10.14201/teoredu20172915578
Myers, N., Mittermeier, R. A., Mittermeier, C. G., Da Fonseca, G. A., & Kent, J. (2000). Biodiversity hotspots for conservation priorities. Nature, 403(6772), 853–858. https://doi.org/10.1038/35002501
Puig i Baguer, J., & Casas Jericó, M. (2017). El impacto ambiental: Un despertar ético valioso para la educación. Teoría de la Educación. Revista Interuniversitaria, 29(1), 101–128. https://doi.org/10.14201/teoredu2017291101128
Rockström, J., Donges, J. F., Fetzer, I., Martin, M. A., Wang-Erlandsson, L., & Richardson, K. (2024). Planetary Boundaries guide humanity’s future on Earth. Nature Reviews Earth & Environment, 5(11), 773–788. https://doi.org/10.1038/s43017-024-00597-z
Seddon, N., Chausson, A., Berry, P., Girardin, C. A., Smith, A., &Turner, B. (2020). Understanding the value and limits of nature-based solutions to climate change and other global challenges. Philosophical Transactions of the Royal Society B, 375(1794), 20190120. https://doi.org/10.1098/rstb.2019.0120
Sellmann, D. (2014). Environmental education on climate change in a botanical garden: adolescents’ knowledge, attitudes and conceptions. Environmental Education Research, 20(2), 286–287. https://doi.org/10.1080/13504622.2013.870130
Sellmann, D., & Bogner, F. X. (2013). Climate change education: Quantitatively assessing the impact of a botanical garden as an informal learning environment. Environmental Education Research, 19(4), 415–429. https://doi.org/10.1080/13504622.2012.700696
Solís, C., & Valderrama, R. (2015). La educación para la sostenibilidad en la formación de profesorado. ¿Qué estamos haciendo? Foro de Educación, 13(19), 165–192.
Suárez-López, R., & Eugenio, M. (2018). Wild botanic gardens as valuable resources for innovative environmental education programmes in Latin America. Environmental Education Research, 24(8), 1102–1114. https://doi.org/10.1080/13504622.2018.1469117
Summers, M., Childs, A., & Corney, G. (2005). Education for sustainable development in initial teacher training: Issues for interdisciplinary collaboration. Environmental Education Research, 11(5), 623–647. https://doi.org/10.1080/13504620500169841
Tilbury, D. (2007). Learning based change for sustainability: perspectives and pathways. En Social learning towards a sustainable world. Leiden, The Netherlands: Wageningen Academic, 117–131. https://doi.org/10.3920/9789086865949_009
Timm, J. M., & Barth, M. (2021). Making education for sustainable development happen in elementary schools: The role of teachers. Environmental Education Research, 27(1), 50–66. https://doi.org/10.1080/13504622.2020.1813256
UNESCO. (2017). Education for sustainable development goals: Leaning objectives. United Nations Educational, Scientific and Cultural Organization. https://doi.org/10.54675/CGBA9153
Vergou, A., & Willison, J. (2016). Relating social inclusion and environmental issues in botanic gardens. Environmental Education Research, 22(1), 21–42. https://doi.org/10.1080/13504622.2014.984161
Vilches, A., & Gil Pérez, D. (2012). La educación para la sostenibilidad en la universidad: el reto de la formación del profesorado, Profesorado, 16(2), 25–43. https://www.ugr.es/~recfpro/rev162ART3.pdf
Waltner, E. M., Scharenberg, K., Hörsch, C., & Rieß, W. (2020). What teachers think and know about education for sustainable development and how they implement it in class. Sustainability, 12(4), 1690. https://doi.org/10.3390/su12041690
Werler, T. C. & Tahirsylaj, A. (2022). Differences in teacher education programmes and their outcomes across Didaktik and curriculum traditions. European Journal of Teacher Education, 45(2), 154–172, https://doi.org/10.1080/02619768.2020.1827388
Williams, S. J., Jones, J. P., Gibbons, J. M., & Clubbe, C. (2015). Botanic gardens can positively influence visitors’ environmental attitudes. Biodiversity and conservation, 24, 1609–1620. https://doi.org/10.1007/s10531-015-0879-7
Zelenika, I., Moreau, T., Lane, O., & Zhao, J. (2018). Sustainability education in a botanical garden promotes environmental knowledge, attitudes and willingness to act. Environmental Education Research, 24(11), 1581–1596. https://doi.org/10.1080/13504622.2018.1492705
Amprazis, A., & Papadopoulou, P. (2020). Plant blindness: a faddish research interest or a substantive impediment to achieve sustainable development goals? Environmental Education Research, 26(8), 1065–1087. https://doi.org/10.1080/13504622.2020.1768225
Beery, T., Chawla, L., & Levin, P. (2020). Being and becoming in nature: Defining and measuring connection to nature in young children. International Journal of Early Childhood Environmental Education, 7(3), 3–22.
Buchanan, J. (2012). Sustainability education and teacher education: Finding a natural habitat? Australian Journal of Environmental Education, 28(2), 108–124. https://www.jstor.org/stable/26422799
Bybee, R. (1991). Planet Earth in crisis: how should science educators respond? The American Biology Teacher, 53(3), 146–153. https://doi.org/10.2307/4449248
Çakar, N. D., Gedikli, A., Erdoğan, S., &Yıldırım, D. Ç. (2021). Exploring the nexus between human capital and environmental degradation: The case of EU countries. Journal of Environmental Management, 295, 113057. https://doi.org/10.1016/j.jenvman.2021.113057
Cebrián, G., & Junyent, M. (2015). Competencies in education for sustainable development: Exploring the student teachers views. Sustainability, 7(3), 2768–2786. https://doi.org/10.3390/su7032768
Chalkley, B., & Sterling, S. (2011). Hard Times in Higher Education: The Closure of Subject Centres and the Implications for Education for Sustainable Development (ESD). Sustainability, 3(4), 666–677. https://doi.org/10.3390/su3040666
Chu, L. K. (2022). Determinants of ecological footprint in OCED countries: do environmental-related technologies reduce environmental degradation? Environmental Science and Pollution Research, 29(16), 23779–23793. https://doi.org/10.1007/s11356-021-17261-4
Collazo, L., & Geli, A. M. (2017). Avanzar en la educación para la sostenibilidad. Combinación de metodologías para trabajar el pensamiento crítico y autónomo, la reflexión y la capacidad de transformación del sistema. Revista Iberoamericana de Educación, 73, 131–154. https://doi.org/10.35362/rie730295
Corney, G., & Reid, A. (2007). Student teachers' learning about subject matter and pedagogy in education for sustainable development. Environmental Education Research, 13(1), 33–54. https://doi.org/10.1080/13504620601122632
Cramer, W., Guiot, J., & Fader, M. (Eds.). (2020). Climate and Environmental Change in the Mediterranean Basin – Current Situation and Risks for the Future. First Mediterranean Assessment Report (MAR1). Union for the Mediterranean, Plan Bleu, UNEP/MAP, MedECC. https://www.medecc.org/first-mediterranean-assessment-report-mar1/
De Rivas, R. (2024). La Educación Secundaria frente al Cambio Climático y la Sostenibilidad: concepciones del alumnado y propuestas de intervención para la formación del profesorado en el marco de los ODS [Tesis de doctorado, Universitat de València]. Roderic.
De Rivas, R., Güemes, J., & Mayoral, O. (2024). Jardines botánicos, recurso didáctico y oportunidad ante la emergencia climática. En R. Borges y E. Martínez-García (Eds.), Sostenibilidad curricular en ciencias y herramientas desde ingeniería. Las universidades como motor de cambio ecosocial: sostenibilización curricular (pp. 255-273). Tirant Humanidades.
De Rivas, R., Vilches, A., & Mayoral, O. (2025). Bridging the Gap: How Researcher-Teacher Collaboration Is Transforming Climate Change Education in Secondary Schools. Sustainability, 17(3), 908. https://doi.org/10.3390/su17030908
Díaz, S., Settele, J., Brondizio, E. S., Ngo, H. T., Agard, J., Arneth, A., & Zayas, C. N. (2019). Pervasive human-driven decline of life on Earth points to the need for transformative change. Science, 366(6471), eaax3100. https://doi.org/10.1126/science.aax3100
Dodd, J., & Jones, C. (2010). Redefining the role of botanic gardens: Towards a new social purpose. Research Centre for Museums and Galleries (RCMG).
Eberbach, C., & Crowley, K. (2017). From seeing to observing: How parents and children learn to see science in a botanical garden. Journal of the Learning Sciences, 26(4), 608–642. https://doi.org/10.1080/10508406.2017.1308867
Evans, N. (2020). What ought to be done to promote Education for Sustainability in teacher education? Journal of Philosophy of Education, 54(4), 817–824. https://doi.org/10.1111/1467-9752.12482
Folke, C. (2013). Respetar los límites del planeta y recuperar la conexión con la biosfera. En The Worldwatch Institute (Ed.), La situación del mundo 2013. ¿Es aún posible lograr la Sostenibilidad? Icaria.
García-González, E., Jiménez-Fontana, R., & Azcárate, P. (2020). Education for sustainability and the sustainable development goals: Pre-service teachers’ perceptions and knowledge. Sustainability, 12(18), 7741. https://doi.org/10.3390/su12187741
Geli, A. M., Junyent, M., & Arbat, E. (2005). La sostenibilidad en la formación inicial del profesorado: aplicación del modelo ACES. Enseñanza de las Ciencias, número extra: VII Congreso. https://www.blues.uab.es/~sice23/
Geli, A. M., & Terradellas, M. R. (2019). Formación de maestros mediante aprendizaje basado en retos y procesos de co-creación, en Ruiz-Herrera, N. Guillén-Riquelme, A., Guillot-Valdés, M. (Coords.), Avances en Ciencias de la Educación y del Desarrollo. AEPC.
Gil Pérez, D., & Vilches, A. (2017). Educación para la sostenibilidad y educación en derechos humanos: dos campos que deben vincularse. Teoría de La Educación. Revista Interuniversitaria, 29(1), 79–100. https://dx.doi.org/10.14201/teoredu29179100
Gil Pérez, D., & Vilches, A. (2023). Cómo avanzar en la necesaria transición a la Sostenibilidad. Ciência & Educação, 23, e23027, https://doi.org/10.1590/1516-731320230027
Hewitt, G. M. (2011). Mediterranean peninsulas: the evolution of hotspots. In Biodiversity hotspots (123-147). Springer.
Heyd, T. (2006). Thinking through botanic gardens. Environmental Values, 15(2), 197-212. https://www.jstor.org/stable/30302159
Holm, T., Sammalisto, K., Grindsted, T., & Vuorisalo, T. (2015). Process framework for identifying sustainability aspects in university curricula and integrating education for sustainable development. Journal of Cleaner Production, 106, 164-174.
IUCN. (2023). The IUCN Red List of Threatened Species. Version 2023-1. https://www.iucnredlist.org
López-Fernández, C., Paños, E., & Ruiz-Gallardo, J. R. (2024). Responsible consumers are made, not born: a clothing secondhand market experience in two Spanish high schools. The Journal of Environmental Education, 1-20. https://doi.org/10.1080/00958964.2023.2300447
Lugg, A. (2007). Developing sustainability-literate citizens through outdoor learning: Possibilities for outdoor education in higher education. Journal of Adventure Education & Outdoor Learning, 7(2), 97–112. https://psycnet.apa.org/doi/10.1080/14729670701609456
Mayoral, O. (2019). Las plantas como recurso didáctico. La Botánica en la enseñanza de las Ciencias. Flora Montiberica, (73), 93-99.
Medir, R. M., Heras, R., & Geli, A. M. (2014). Guiding documents for environmental education centers: an analysis in the Spanish context, Environmental Education Research, 20(5), 680–694. https://doi.org/10.1080/13504622.2013.833590
Miller, H., & Derewnicka, L. (2019). Citizen science. Roots, 16, 4–5.
Murga-Menoyo, M. Á., & Novo, M. (2017). Sostenibilidad, desarrollo «glocal» y ciudadanía planetaria. Referentes de una pedagogía para el desarrollo sostenible. Teoría de la Educación. Revista Interuniversitaria, 29(1), 55–78. https://doi.org/10.14201/teoredu20172915578
Myers, N., Mittermeier, R. A., Mittermeier, C. G., Da Fonseca, G. A., & Kent, J. (2000). Biodiversity hotspots for conservation priorities. Nature, 403(6772), 853–858. https://doi.org/10.1038/35002501
Puig i Baguer, J., & Casas Jericó, M. (2017). El impacto ambiental: Un despertar ético valioso para la educación. Teoría de la Educación. Revista Interuniversitaria, 29(1), 101–128. https://doi.org/10.14201/teoredu2017291101128
Rockström, J., Donges, J. F., Fetzer, I., Martin, M. A., Wang-Erlandsson, L., & Richardson, K. (2024). Planetary Boundaries guide humanity’s future on Earth. Nature Reviews Earth & Environment, 5(11), 773–788. https://doi.org/10.1038/s43017-024-00597-z
Seddon, N., Chausson, A., Berry, P., Girardin, C. A., Smith, A., &Turner, B. (2020). Understanding the value and limits of nature-based solutions to climate change and other global challenges. Philosophical Transactions of the Royal Society B, 375(1794), 20190120. https://doi.org/10.1098/rstb.2019.0120
Sellmann, D. (2014). Environmental education on climate change in a botanical garden: adolescents’ knowledge, attitudes and conceptions. Environmental Education Research, 20(2), 286–287. https://doi.org/10.1080/13504622.2013.870130
Sellmann, D., & Bogner, F. X. (2013). Climate change education: Quantitatively assessing the impact of a botanical garden as an informal learning environment. Environmental Education Research, 19(4), 415–429. https://doi.org/10.1080/13504622.2012.700696
Solís, C., & Valderrama, R. (2015). La educación para la sostenibilidad en la formación de profesorado. ¿Qué estamos haciendo? Foro de Educación, 13(19), 165–192.
Suárez-López, R., & Eugenio, M. (2018). Wild botanic gardens as valuable resources for innovative environmental education programmes in Latin America. Environmental Education Research, 24(8), 1102–1114. https://doi.org/10.1080/13504622.2018.1469117
Summers, M., Childs, A., & Corney, G. (2005). Education for sustainable development in initial teacher training: Issues for interdisciplinary collaboration. Environmental Education Research, 11(5), 623–647. https://doi.org/10.1080/13504620500169841
Tilbury, D. (2007). Learning based change for sustainability: perspectives and pathways. En Social learning towards a sustainable world. Leiden, The Netherlands: Wageningen Academic, 117–131. https://doi.org/10.3920/9789086865949_009
Timm, J. M., & Barth, M. (2021). Making education for sustainable development happen in elementary schools: The role of teachers. Environmental Education Research, 27(1), 50–66. https://doi.org/10.1080/13504622.2020.1813256
UNESCO. (2017). Education for sustainable development goals: Leaning objectives. United Nations Educational, Scientific and Cultural Organization. https://doi.org/10.54675/CGBA9153
Vergou, A., & Willison, J. (2016). Relating social inclusion and environmental issues in botanic gardens. Environmental Education Research, 22(1), 21–42. https://doi.org/10.1080/13504622.2014.984161
Vilches, A., & Gil Pérez, D. (2012). La educación para la sostenibilidad en la universidad: el reto de la formación del profesorado, Profesorado, 16(2), 25–43. https://www.ugr.es/~recfpro/rev162ART3.pdf
Waltner, E. M., Scharenberg, K., Hörsch, C., & Rieß, W. (2020). What teachers think and know about education for sustainable development and how they implement it in class. Sustainability, 12(4), 1690. https://doi.org/10.3390/su12041690
Werler, T. C. & Tahirsylaj, A. (2022). Differences in teacher education programmes and their outcomes across Didaktik and curriculum traditions. European Journal of Teacher Education, 45(2), 154–172, https://doi.org/10.1080/02619768.2020.1827388
Williams, S. J., Jones, J. P., Gibbons, J. M., & Clubbe, C. (2015). Botanic gardens can positively influence visitors’ environmental attitudes. Biodiversity and conservation, 24, 1609–1620. https://doi.org/10.1007/s10531-015-0879-7
Zelenika, I., Moreau, T., Lane, O., & Zhao, J. (2018). Sustainability education in a botanical garden promotes environmental knowledge, attitudes and willingness to act. Environmental Education Research, 24(11), 1581–1596. https://doi.org/10.1080/13504622.2018.1492705
The Role of Botanical Gardens in Teacher Training within the Context of Climate Change and Education for Sustainability. (2026). Teoría de la Educación. Revista Interuniversitaria, 38(2), 107-126. https://doi.org/10.14201/teri.32933
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