A manifesto for plant science education

Societal Impact Statement Plants provide oxygen, food, shelter, medicines and environmental services, without which human society could not exist. Tackling pressing and global challenges requires well‐trained plant scientists and plant‐aware individuals. This manifesto provides a practical evidence‐based vision to strengthen plant science education, focused on five strategic priorities. It is relevant to all stakeholders within plant science and beyond: from frontline educators to institutional leaders; from commercial or charitable professionals to entrepreneurs and donors; from individual community members to their legislative representatives. Strengthening plant science education demands concrete actions from all stakeholders, ultimately to the benefit of us all. Summary Plant science education needs urgent attention. Skilled plant scientists are needed to address major environmental and societal challenges, and global communities require plant‐aware professionals to drive impactful policy, research and environmental stewardship. This manifesto was collaboratively generated by a community of educators who gathered to reflect on the state of plant science education. The forward‐facing document provides a clear strategy for plant science education, complementing existing research strategies. Five themes were identified as essential for meeting the evolving needs of plant science, educators and learners: (i) plants must be at the centre of an education that addresses global challenges and societal values; (ii) plant science education must prepare students for their futures using bold and effective pedagogies; (iii) equity, diversity and inclusion must be robustly embedded in educational practices; (iv) local and strategic partnerships (with industry and beyond) are required to strengthen academic education; and (v) plant science educators need resources and opportunities to develop and connect. The manifesto is intended as a framework for change. Educators, funders, publishers, industry representatives, policymakers and all other members of our communities must commit to sustained investment in plant science education. By proactively and collectively embracing the recommendations provided, the sector has an opportunity to cultivate a new generation equipped with the knowledge, skills and passion to unlock the full potential of photosynthetic organisms.

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Institutions

Publication Details

Journal
Plants People Planet
Published
2025-10-28
DOI
https://doi.org/10.1002/ppp3.70115
Citations
1
Primary Topic
Animal and Plant Science Education
Type
article
Field-Weighted Citation Impact
2.44

Funders

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article

A manifesto for plant science education

Sonja D. Dunbar, Shannon Woodhouse, Enrique López‐Juez, Julie Peacock et al.
1 citations
Plants People Planet
Animal and Plant Science Education
2.44
article

A manifesto for plant science education

Sonja D. Dunbar, Shannon Woodhouse, Enrique López‐Juez, Julie Peacock, Itumeleng Moroenyane, Sara López-Gomollón, Sebastian Stroud, Mia Cerfonteyn, Kirsten Knox, Emily Breeze, Samantha Dobbie, Steven Dodsworth, Silvia Manrique, C. P. Chetariya, Daniel M. Jenkins, Andrea Paterlini, Beatriz Gonçalves, Anne Plessis, Elizabeth Alvey, Laura Turchi, Joanna Kacprzyk, Kelsey J.R.P. Byers, Cláudia Martinho, Geraint Parry, Steven H. Spoel, George R. Littlejohn, Camila Gonzalez, Katharine Hubbard, Helen K. Woodfield, Mary Elizabeth Williams, Anastasia Kolesnikova, Alec Forsyth, Bushra Saeed, Yoselin Benitez‐Alfonso, Amy S. Newell, Lauren R. Headland, Pankaj Kumar, Luis Sanz, Chris Mansfield, Hailey Ashton, Beth C. Dyson, Vincent D. P. Modji, Laurel R. Tully
article en
1 citations

Abstract

Societal Impact Statement Plants provide oxygen, food, shelter, medicines and environmental services, without which human society could not exist. Tackling pressing and global challenges requires well‐trained plant scientists and plant‐aware individuals. This manifesto provides a practical evidence‐based vision to strengthen plant science education, focused on five strategic priorities. It is relevant to all stakeholders within plant science and beyond: from frontline educators to institutional leaders; from commercial or charitable professionals to entrepreneurs and donors; from individual community members to their legislative representatives. Strengthening plant science education demands concrete actions from all stakeholders, ultimately to the benefit of us all. Summary Plant science education needs urgent attention. Skilled plant scientists are needed to address major environmental and societal challenges, and global communities require plant‐aware professionals to drive impactful policy, research and environmental stewardship. This manifesto was collaboratively generated by a community of educators who gathered to reflect on the state of plant science education. The forward‐facing document provides a clear strategy for plant science education, complementing existing research strategies. Five themes were identified as essential for meeting the evolving needs of plant science, educators and learners: (i) plants must be at the centre of an education that addresses global challenges and societal values; (ii) plant science education must prepare students for their futures using bold and effective pedagogies; (iii) equity, diversity and inclusion must be robustly embedded in educational practices; (iv) local and strategic partnerships (with industry and beyond) are required to strengthen academic education; and (v) plant science educators need resources and opportunities to develop and connect. The manifesto is intended as a framework for change. Educators, funders, publishers, industry representatives, policymakers and all other members of our communities must commit to sustained investment in plant science education. By proactively and collectively embracing the recommendations provided, the sector has an opportunity to cultivate a new generation equipped with the knowledge, skills and passion to unlock the full potential of photosynthetic organisms.

Plants People PlanetVol. 8(2)
John Innes Centre (GB), University College Dublin (IE), Lovely Professional University (IN), University of East Anglia (GB), Canterbury Christ Church University (GB), Centre National de la Recherche Scientifique (FR), University of Leeds (GB), James Hutton Institute (GB), University of Dundee (GB), Royal Holloway University of London (GB), Universidad de Salamanca (ES), Buckinghamshire New University (GB), University of Kent (GB), Dr. Yashwant Singh Parmar University of Horticulture and Forestry (IN), University of Cambridge (GB), Stellenbosch University (ZA), Commissariat à l'Énergie Atomique et aux Énergies Alternatives (FR), Norwich Research Park (GB), Company of Biologists (GB), American Society of Plant Biologists (US), Sainsbury Laboratory (GB), CEA Grenoble (FR), University of Bristol (GB), University of Warwick (GB), Institut National de Recherche pour l'Agriculture, l'Alimentation et l'Environnement (FR), Cambridge School (PT), Forest Research (GB), Instituto de Recursos Naturales y Agrobiología de Salamanca (ES), Sciencetech (Canada) (CA), Agrifood Research Finland (FI), University of Southampton (GB), Imperial College London (GB), University of Ngaoundéré (CM), University of Glasgow (GB), Cardiff University (GB), University of Birmingham (GB), University of Plymouth (GB), Université Grenoble Alpes (FR), University of Sheffield (GB), Birkbeck, University of London (GB), University of Edinburgh (GB)
National Science Foundation
Openalex Percentile: Top 9%
Animal and Plant Science Education
2.44
DOIOpen Access PDFOpenAlex
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