Integrating identification apps into university plant identification courses: implications for teaching and learning

Teaching plant knowledge and species identification are essential components of university curricula in biology and related fields. Traditionally, plant identification is taught using dichotomous keys: students learn to identify plants based on morphological characteristics. Now, technological advances have enabled quick species identification through automated identification apps. Despite their growing importance in the general public, it is unclear how these tools are being used in higher education. In this study, we share exploratory results of a survey that asked lecturers of plant identification at German universities whether and how plant identification apps are already used in their courses. Two-thirds of the 35 respondents, lecturing in 82 degree programmes at 27 universities, reported using plant identification apps for various purposes: during identification exercises in the field, for orientation prior to, or for verification after, using a dichotomous key. The survey participants perceive apps as a great motivator, facilitating the introduction to plant identification and enabling the quick recording of species for ecological questions. The survey results are complemented by insights from individual students obtained through semi-structured interviews. We conclude by outlining effective strategies for integrating digital identification apps with traditional dichotomous keys to support the training of future biologists.