TY - JOUR

T1 - Planting futures

T2 - School-based food forests and their contribution to holistic education for sustainable development

AU - Gobs, Julia

N1 - Publisher Copyright: © 2025 by the author.

PY - 2025

Y1 - 2025

N2 - This study explores the integration of school-based food forests (FF) into education systems and their potential to foster holistic education for sustainable development (ESD). Using the Whole School Approach (WSA) as a conceptual framework, the research examines the FF project at Chestnut School in Northern Germany, employing interviews and participatory methods to identify its educational, ecological, and social contributions. As edible, perennial, and biodiverse agroforestry systems, FFs address key sustainability challenges. Thereby, they support holistic school transformation, positioning themselves as a model for innovative, solution-oriented ESD. Beyond ecological and recreational benefits, FFs offer interdisciplinary and hands-on learning environments that bridge formal and informal education. They promote systemic thinking, agency, and self-efficacy, enabling students to connect personal actions with broader sustainability goals. The Chestnut School case underscores the FF’s potential to foster human-nature connections, critical thinking, and sustainable food practices.

AB - This study explores the integration of school-based food forests (FF) into education systems and their potential to foster holistic education for sustainable development (ESD). Using the Whole School Approach (WSA) as a conceptual framework, the research examines the FF project at Chestnut School in Northern Germany, employing interviews and participatory methods to identify its educational, ecological, and social contributions. As edible, perennial, and biodiverse agroforestry systems, FFs address key sustainability challenges. Thereby, they support holistic school transformation, positioning themselves as a model for innovative, solution-oriented ESD. Beyond ecological and recreational benefits, FFs offer interdisciplinary and hands-on learning environments that bridge formal and informal education. They promote systemic thinking, agency, and self-efficacy, enabling students to connect personal actions with broader sustainability goals. The Chestnut School case underscores the FF’s potential to foster human-nature connections, critical thinking, and sustainable food practices.

KW - case study

KW - edible forest garden

KW - education for sustainable development

KW - food forest

KW - holistic learning

KW - sustainable food systems

KW - Whole School Approach

KW - Sustainability education

KW - Sustainability sciences, Communication

UR - http://www.scopus.com/inward/record.url?scp=105009766894&partnerID=8YFLogxK

U2 - 10.14512/gaia.34.2.20

DO - 10.14512/gaia.34.2.20

M3 - Journal articles

AN - SCOPUS:105009766894

VL - 34

SP - 97

EP - 105

JO - GAIA - Ecological Perspectives for Science and Society

JF - GAIA - Ecological Perspectives for Science and Society

SN - 0940-5550

IS - 2

ER -