From hard coal mining to a learning space for digitally supported participatory management of biodiversity

Purpose The purpose of this paper is to describe the conversion of the former coal mining site in Kamp-Lintfort into a public park and learning space for biodiversity. In 2020, an urban green space was established, featuring various aquatic and terrestrial habitats and a high level of biological diversity in the city centre with broad community support. Design/methodology/approach This study presents secondary data of a literature review on participatory management of biodiversity in urban green spaces, with a focus on the sustainability context, participation approaches, theoretical frameworks and the role of education. The example of Zechenpark Kamp-Lintfort (Germany) shows how urban green space development can meet the challenging demands of inner city development while fostering knowledge generation via citizen science and participatory biodiversity management. The study collected primary data on plant biodiversity using a citizen science approach to raise awareness and create opportunities for human–nature interaction. Findings Sustainable Development Goal (SDG) 11 is the most important development goal in the context of participatory biodiversity management of urban green spaces. Most of the studies have a place-based focus and integration of local knowledge is the main reason for a participatory approach. The findings show how a green learning space can offer opportunities for digital learning as well as participatory biodiversity management in urban areas. The project lead to an increase in local citizens’ awareness of biodiversity. Based on a literature review, this report identifies challenges and opportunities for establishing a green learning space for biodiversity education. The example illustrates that an urban green space can provide numerous possibilities for citizens and students to get involved and that it can foster the sustainable development of a new urban neighbourhood. Research limitations/implications A place-based approach limits generalisability. To overcome this limitation, a literature review was conducted, and the location was compared to two parks with similar site conversion history. Practical implications The example of developing an urban green space can inspire universities to take an active role in biodiversity management in urban green spaces, integrating biodiversity into university activities and creating a positive impact in the urban environment. Social implications Analysis of studies in the field shows that education deserves a more prominent role in theoretical frameworks. Originality/value The study represents an example of transition and citizen-led participatory management of biodiversity from a medium-sized city, transformation processes covering these aspects are underrepresented in literature.