Purpose – Gardens are being used at all educational stages, because they provide with a real-world context
for active and experiential learning. In Spain, there exists a movement in favor of their incorporation to higher
education for a variety of purposes but prevalently as an innovative resource to teach sciences to pre-service
teachers. The purpose of this study is assessing the impacts of such pedagogical practice on university
students’ learning and behavioral changes in the areas of environmental and food citizenship, two key
dimensions of contemporary citizenship that are essential to achieve sustainable societies.
Design/methodology/approach – Data was collected by means of an electronic, open-ended question
survey completed by 170 students from 6 different universities where gardens are used. Answers were
qualitatively analyzed using MAXQDA software to develop a system of content categories and subcategories
in relation to reported learning and behavioral changes.
Findings – Widespread among universities was learning on organic agriculture practices, greater
appreciation of agricultural labor, greater willingness to cultivate, higher awareness of environmental
impacts of agriculture, improved behaviors regarding waste separation and enhanced fruit and vegetable
consumption.
Originality/value – This work delves into how university gardens act as a vehicle through which students
integrate knowledge and reflect on their environmental, food and consumption behaviors. Thus, it supports on evidences, the use of gardens at higher education to nurture two dimensions of contemporary citizenship
essential to achieve sustainability
