Climate adaptation through educational vertical greenery in high schools: key lessons from the city of Berlin

Abstract

Vertical greenery (VG) provides mutliple ecosystem services and diverse forms of implementation. Benefits are linked to maintenance, irrigation, and appropriate planning. The focus of the Fabikli project was to apply these aspects to educational purposes in three highschools in Berlin. This case study delineates the planning, implementation, maintenance, and educational operation of the project. Complications arose due to planning errors and the still pending building permit of the systems, demonstrating the cumbersome administrative barriers regarding VG. Three energy-efficient rainwater irrigation systems and and a supporting structure that can be harvested from the ground were developed and implemented. Maintenance of these systems is designed to be infrequent and accessible, with low-tech solutions ensuring easy repairs. At the center of the educational offer were the multidimensional issues addressed by the implemented VG systems. Examples include urban heat stress, land and water use, and CO2 sequestration. The school personal was directly involved in the participation process. Consequently, teachers incorporated the VG-topic creatively into their classes. Here we present the harvest of the VG as an exemplary illustrative showcase. In addition, the project aimed at a multiplication and propagation of similar systems, which did occur, but with serious design flaws. This demonstrates the importance of appropriate planning, implementation, and continuous attendance, even for low-tech solutions. In conclusion, schools offer an influential societal overlap between generations and functions such as teachers, parents, or administration. VG can convey several key aspects of environmental education about the ecology with cities.