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Journal Articles Geoderma Year : 2022

A global perspective on soil science education at third educational level; knowledge, practice, skills and challenges

Gian Franco Capra
  • Function : Author
Antonio Ganga
  • Function : Author
Peter Holmes
  • Function : Author
Melanie Szulczewski
  • Function : Author
Undrakh-Od Baatar
  • Function : Author
Ali Boularbah
  • Function : Author
Betim Bresilla
  • Function : Author
Horea Cacovean
  • Function : Author
Ashim Datta
  • Function : Author
Helen Gadsby
  • Function : Author
Kamel Gargouri
  • Function : Author
Eyob Gebrehiwot Gebregeorgis
  • Function : Author
Luise Giani
  • Function : Author
Samantha Grover
  • Function : Author
Mukhiddin Juliev
  • Function : Author
Raimonds Kasparinskis
  • Function : Author
Masayuki Kawahigashi
  • Function : Author
Liv Anna Kellermann
  • Function : Author
Kye-Hoon John Kim
  • Function : Author
Lenka Krótka
  • Function : Author
Imants Kukuļs
  • Function : Author
Ilia Kunchulia
  • Function : Author
Younes Laaouidi
  • Function : Author
Pierre Leglize
  • Function : Author
  • PersonId : 1319721
Dieudonne Mouketou-Tarazewicz
  • Function : Author
Frank Mugagga
  • Function : Author
Tibor József Novák
  • Function : Author
Juan Ortiz
  • Function : Author
Veronica Osuna-Vallejo
  • Function : Author
Vít Penížek
  • Function : Author
Plamen Tomov
  • Function : Author
Tatiana Prokofeva
  • Function : Author
Manuel Pulido
  • Function : Author
Charles Recha
  • Function : Author
Endla Reintam
  • Function : Author
Blaž Repe
  • Function : Author
Salih Şahin
  • Function : Author
Mohammad Hassan Salehi
  • Function : Author
Károly Teperics
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Tiina Törmänen
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Viktar Tsyrybka
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Rimantas Vaisvalavičius
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Fabiane Vezzani
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Shugang Zhang
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Abstract

The pivotal role of soil as a resource is not fully appreciated by the general public. Improving education in soil science represents a challenge in a world where soil resources are under serious threat. Today's high school students, the world's future landowners, agriculturalists, and decision makers, have the potential to change society's apathy towards soils issues. This research aimed to compare the level of soil education in high and/or secondary schools in forty-three countries worldwide, together comprising 62% of the world's population. Comparisons were made between soil science content discussed in educationally appropriate textbooks via a newly proposed soil information coefficient (SIC). Interviews with teachers were undertaken to better understand how soil science education is implemented in the classroom. Statistical analyses were investigated using clustering. Results showed that gaps in soil science education were most commonly observed in countries where soil science is a non-compulsory or optional subject. Soil science concepts are predominantly a part of geography or environmental science curricula. Consequently, considerable variability in soil science education systems among investigated countries exists. Soil information coefficient's outcomes demonstrated that a methodological approach combining textbooks and the use of modern digitally based strategies in the educational process significantly improved soil education performances. Overall, soil science education is under-represented in schools worldwide. Dynamic new approaches are needed to improve pivotal issues such as: i) promoting collaborations and agreements between high school and universities; ii) encouraging workshops and practical exercises such as field activities; and, iii) implementing technology tools. This, in turn, will prepare the next generation to contribute meaningfully towards solving present and future soil problems.

Dates and versions

hal-04321776 , version 1 (04-12-2023)

Identifiers

Cite

Przemysław Charzyński, Magdalena Urbańska, Gian Franco Capra, Antonio Ganga, Peter Holmes, et al.. A global perspective on soil science education at third educational level; knowledge, practice, skills and challenges. Geoderma, 2022, 425, pp.116053. ⟨10.1016/j.geoderma.2022.116053⟩. ⟨hal-04321776⟩
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