Mixed-methods analysis reveals resource disparities impact garden success and learning outcomes in adolescents.
Ethiopian rural school districts have initiated school garden projects to promote sustainable agricultural practices among adolescents. A mixed-methods approach combining quantitative data from surveys and qualitative insights through interviews with educators and students in selected schools. While resource allocation disparities impacted school garden success, adolescent engagement was a key driver of educational outcomes. Enhanced resource targeting to support underfunded gardens and increased teacher training for better curriculum integration.
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Mekonnen Teklehaymanot (2001) studied this question.
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