School Gardens

A Multiple Case Study on Pedagogical Innovation and Community Engagement in Spain and Portugal

Bibliographic Data

ID22045853
AuthorsFrancisco J Pozuelos Estrada (Universidad de Huelva), José Ramón Mora-Márquez (0000-0002-4773-092X, Universidad de Huelva, corresponding author), Francisco De Paula Rodríguez-Miranda (0000-0002-8167-8811, Universidad de Huelva)
Year2026
Volume16
Issue4
Pages529
Publication date2026-03-27
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci16040529
OpenAlexW7141149354
LanguageEN
References cited28

The school garden has a long-standing pedagogical tradition linked to active, experiential, and community-based education, represented by authors such as Montessori, Freinet, and Dewey. Currently, its role has been consolidated as a relevant educational resource used to address the challenges of sustainability education, pedagogical innovation, and student holistic development. This research takes a qualitative approach based on a multiple case study conducted in four educational centers in Spain and Portugal. Semi-structured interviews, documentary analysis, and reflective memoranda were used. Content analysis was performed using a deductive–inductive coding approach in ATLAS.ti software v. 25th, combining literature-derived categories with those emerging from the data, following a thematic analysis (TA) approach. The results suggest that school gardens promote meaningful learning, the development of transversal competencies, improved school climate, and community involvement. Pedagogical, social, and emotional benefits were identified, as well as high levels of satisfaction among all participants. However, obstacles were found to persist, mainly related to a lack of time and teacher coordination. The study confirms that the school garden serves as a pedagogical resource with a high transformative potential. Its effectiveness depends on intentional curricular integration, teacher commitment, and the engagement of the educational community, aligning with the principles of an active, sustainable, and contextualized pedagogy

Environmental education · Place-Based Education · Qualitative research · Sustainability · Thematic analysis · Transformative learning · Diverse Educational Innovations Studies · Education Methods and Practices · Indigenous and Place-Based Education

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