Education for Sustainable Development promotes educational approaches that integrate scientific knowledge, experiential learning, and critical reflection to address complex socio-environmental challenges. Within this framework, school gardens have been recognized as learning environments that foster interdisciplinary teaching, environmental awareness, and socio-emotional development. However, their integration into formal curricula remains limited due to structural constraints and insufficient teacher preparation. This study evaluated the implementation of a university–school partnership intervention model aimed at strengthening teacher training for the pedagogical integration of school gardens in basic education in Veracruz, Mexico. A sequential exploratory mixed-methods design was applied, combining an initial diagnostic survey with a subsequent intervention and evaluative phase. In the diagnostic phase, 71 teachers from preschool, primary, and secondary education participated in a survey to identify training needs and perceptions regarding the educational use of school gardens. Subsequently, 34 teachers participated in agroecological and pedagogical training workshops and evaluated a didactic guide designed to facilitate curricular integration. The results revealed high teacher motivation to implement school gardens despite limited institutional infrastructure. Participation in the training program strengthened teachers’ pedagogical capacities and promoted the use of school gardens as interdisciplinary learning environments. The findings suggest that structured university–school collaboration models can support sustainability-oriented teacher training and facilitate the integration of experiential learning into formal education.
Elizondo et al. (Thu,) studied this question.