Vertical gardens: Implications for urban sustainability and environmental education
Main Article Content
Keywords
Vertical gardens, Environmental education, Urban sustainability, Green infrastructure, Active methodologies, Experiential learning
Abstract
Contemporary environmental education faces the challenge of fostering meaningful and transformative learning in urban contexts characterized by issues such as biodiversity loss, the reduction of green spaces, declining air quality, and increasing environmental stress. In this scenario, vertical gardens emerge as an innovative pedagogical strategy that enables the integration of urban sustainability with direct, practical, and context-based educational experiences.
This article presents a critical review of recent academic literature (2020–2024) on vertical gardens, approaching them not only as green infrastructure but also as a didactic resource to strengthen environmental education in educational institutions, universities, community organizations, and urban settings. The study analyzes their ecological and social contributions, as well as their potential to promote active methodologies, citizen participation, place appropriation, and the development of environmental competencies.
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Carla Patricia Ariza, University of La Guajira, Colombia
PhD candidate in Education (International Ibero-American University of Mexico). Master's degree in Environmental Management and Auditing. Environmental Engineer. Full-time lecturer at the University of La Guajira.
Natalia Marcela Daza Opsino, University of La Guajira, Colombia
Seventh-semester student of environmental engineering at the University of La Guajira, Fonseca campus. Member of the SIGA Environmental Management research group.