Gardening School to Support Youth Inclusion and Environmental Sustainability in Morocco

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Youth research has, for decades, focused on examining current societal conditions and their potential shortcomings for young people in areas such as education, income, work, and gender equality. However, it has been less common to integrate planetary boundaries and so-called “overshoot” areas—such as biodiversity loss or climate change—into youth research. This paradigm shift is increasingly necessary, as six out of nine planetary boundaries have already been crossed, and the planet remains on track for approximately 2.7 degrees Celsius (°C) peak warming by 2100. In addition to planetary threats, Morocco faces social challenges, particularly high unemployment. Unemployment is highest among young people aged 15 to 24, reaching 25% over the past decade, nearly double the global youth unemployment rate. This article analyzes a case study we refer to as the “Gardening School” in Morocco, a country facing significant climate stress. It aims to (a) explore new methods for conducting more globally oriented youth research that is ethical and environmentally friendly and (b) examine the wellbeing of young people and their environment, as well as how to support and strengthen both. The findings of this article highlight the potential for youth research to develop new approaches, especially when conducted alongside young people and educational and sustainable environments. These environments enable younger generations to deepen their connection to and understanding of biodiversity, sustainability, and climate change, while learning to use natural resources in a sustainable and ethical manner. This approach ultimately aims to ensure a livable future for the coming generations and foster sustainable employment opportunities.