Campus community gardens are expected to leverage disciplinary resources and spatial conditions to deliver ecological, educational, and social benefits beyond those of general community gardens. In China, these gardens are primarily established under the guidance of educational authorities, leading to issues such as significant homogenization and a lack of diversity, which hinders the full realization of their potential. This study investigates the potential factors influencing the development of campus gardens. Focusing on university campuses in Beijing, it employs stratified sampling and a questionnaire survey (n = 1008), utilizing methods including exploratory factor analysis (EFA), multiple linear regression, and analysis of variance (ANOVA) to systematically identify the factors affecting their differentiated development. The results indicate that: (1) the willingness to participate is collectively driven by four dimensions: “planting expectation,” “funding and site selection,” “personal motivation,” and “organizational support,” with “planting expectation” being the most significant factor. (2) Students’ academic disciplines influence their perceptions of the need for organizational support and spatial resources for gardens. (3) Campus location and size moderate the demand for gardens, with students in the urban expansion belt (between the 4th and 5th Ring Roads) and those from smaller campuses showing a stronger “pro-nature compensation” tendency. Based on campus spatial scale, urban location, and the academic backgrounds of participants, the study proposes integrated “space-organization” development strategies. This research provides targeted planning strategies for campus community gardens in China, aiming to leverage institutional disciplinary strengths, respond to participant needs, and maximize the gardens’ benefits.
Liu et al. (Fri,) studied this question.