Plants constitute a highly diverse taxonomic group with fundamental
ecological functions. However, plant biodiversity loss is currently
a dramatic problem. It is essential to promote knowledge and appreciation
of plants through formal education, particularly during educational
stages that are compulsory for all citizens. This study presents an analysis
of the new (2022) national curricula for primary (6–12 years) and compulsory
secondary education (12–16 years) in Spain, and of the regional
curricula for its largest region, Castilla y León. The analysis was conducted
by identifying all plant-related text fragments, and classifying them into
an inductive-deductive system of categories. These competence-based
curricula are strongly grounded in the 2030 Agenda and the Sustainable
Development Goals, since content related to the interactions between the
social and the ecological spheres quantitatively prevails over scientific
content on plants. However, some areas of plant science are underrepresented,
appearing only through general statements in which the
use of scientific terminology is absent. Opportunities to promote firsthand
experience of edible and useful plants are provided by the use of
learning situations encouraged in the curricula. Biodiversity is identified as
a key issue to be reinforced; despite being included, the curricula fail to
associate it with knowledge on plant taxonomy.
