Designing a Teaching–Learning Sequence to Cultivate Plant Awareness Through Transformative Learning

Plant awareness, which refers to the ability to notice, value, and understand the importance of plants, has emerged as a significant research field, particularly considering the growing concerns about sustainability and biodiversity loss. Acknowledging the crucial role of plants in sustaining life on Earth and human well-being, several studies highlight the need for educational interventions that can meaningfully enhance plant awareness. In this context, the present study aims to design, implement, and evaluate a Teaching–Learning Sequence (TLS) with university students in a Pedagogical Department. The TLS was grounded in the principles of transformative learning, an educational approach focused not merely on the transmission of knowledge but on fostering deep, personal shifts in learners’ perceptions and attitudes. To assess its impact, the Plant Awareness Disparity Index (PAD-I) was used before and after the implementation, supported by systematic observations and focus group discussions. Results indicate that the TLS effectively enhanced specific dimensions of plant awareness, particularly relative interest between plants and animals and attitudes toward plants. These findings position transformative learning as a promising pedagogical framework for promoting plant awareness in higher education and pave the way for its future application in earlier educational levels.