Perception of teachers about their training in gardens building through a blended learning model

Abstract

Some agricultural practices have contributed to worsening environmental degradation, coupled with the lack of interest in the subject among younger generations, which intensifies the need to create and disseminate training on sustainable alternatives for food production. This research trained third-grade teachers at three elementary schools (seven teachers in total) in the city of Chihuahua, Mexico, to build and maintain an educational garden in the school setting using a blended learning model, which included the use of the Agroecological Laboratory virtual platform, during the 2022-2023 school year. These users shared their perception before, during and after their training, written from their narrative. The research was conducted using qualitative design, with data analysis from Atlas.ti. Teachers shared having few practical knowledge of agriculture. In two of the three schools, the training allowed them to integrate the garden with their students; however, administrative and pedagogical burdens hindered the achievement of the garden’s goal in one institution. Therefore, blended learning is defined as contributing to the building of educational gardens, but we observed that the collaboration of the student community and the institutional management is needed.