Education for sustainable development: Societal benefits of a community garden project in Tucson, Arizona

Abstract

Education for sustainable development is gaining traction in sustainability discourses and policies to bridge the gap between the theory and practice of climate change mitigation and adaptation. In the United States, university-led initiatives are being promoted to provide experiential learning platforms to empower students for climate action. One such example is community gardens. This paper examined the societal benefits derived by a group of university students from engaging in community-based learning through the University of Arizona Community Garden (UACG). Based on interviews, participant observation, and students-based activities, the findings revealed that the community garden provided psychosocial benefits such as social interaction, and connection with nature. The findings highlight the co-benefits of integrating community garden projects into community-based learning pedagogies to realize psychosocial and environmental benefits. Scaling up such interventions through collaboration with community organizations can advance the role of higher education in the achievement of the SDGs.