Foraging Educators as Vectors of Environmental Knowledge in Europe

Abstract

Widely accessible education on edible wild plants is increasingly in demand as more people search for ways to explore wild culinary uses. Despite this growing trend of nature exploration, few scholars have investigated the contribution of this new mode of engagement to human–nature connection and pro-environmental attitudes. Therefore, this research aims to explore the societal role of such foraging educators. Through convenience and snowball sampling, we recruited 31 foraging educators across Europe. Through semi-structured interviews, we inquired about their sources of knowledge, modalities of transmission and their roles as educators. The interviews revealed individuals who convey ethnobotanical knowledge to improve human–nature connection through experiences within nature. The educators gained their knowledge through written sources, vertical and horizontal sharing. Finally, foraging educators consider themselves social bridges of ecological knowledge, bringing scientific ethnobotanical information to a varied audience in an experiential way. Foraging stimulates the sharing of ecological knowledge, and it could be seen as a broader agroecological practice, enhancing the benefits of nature's contribution to people. There is great potential for emerging environmental education platforms and, correspondingly, for rethinking the food system.