Longitudinal Development of an Undergraduate Soilless Culture Curriculum in Response to Scientific and Technological Advances in Soilless Culture

Soilless Culture has changed rapidly over the past decades, driven by advances in hydroponics, protected cultivation, environmental monitoring, vertical farming, and more sustainable production practices. These developments have also created new demands for undergraduate education, particularly in disciplines where scientific knowledge and technology evolve continuously. This study examined the longitudinal development of an undergraduate Soilless Culture course at Universidad de Talca, Chile, over more than twenty-five years. A retrospective longitudinal case study was conducted using institutional records, course syllabi, teaching materials, assessment instruments, practical activities, infrastructure records, and anonymized student performance data. Changes in scientific content, practical learning environments, competency development, and assessment strategies were analyzed, while final-grade records from 2021 to 2025 were summarized descriptively. Over time, the course evolved from a predominantly hydroponics-based approach to a broader curriculum incorporating substrate cultivation, recirculating nutrient solutions, and protected cultivation, toward practical work involving microgreens in floating-tray systems, nutrient solution formulation, substrate-based seedling systems, and the design or operation of recirculating NFT systems and introductory activities related to vertical farming. Practical learning environments expanded alongside disciplinary advances, and assessment progressively shifted toward authentic activities requiring students to apply technical knowledge, solve problems, justify management decisions, and communicate scientific information. Student performance remained consistently satisfactory despite the increasing complexity of the curriculum. The findings demonstrate that the long-term relevance of a specialized horticultural curriculum can be maintained through continuous evidence-informed revision rather than isolated major reforms. Unlike previous reports focused on individual educational interventions, this study documents how sustained curriculum renewal over more than two decades can preserve disciplinary coherence while progressively incorporating scientific advances, technological innovation, experiential learning, and professional competency development.