Maqola

A global perspective on soil science education at third educational level; knowledge, practice, skills and challenges

Przemysław CharzyńskiNicolaus Copernicus University in Torun, Department of Soil Science and Landscape Management, Lwowska Str. 1, 87-100, Toruń, PolandMagdalena UrbańskaNicolaus Copernicus University in Torun, Department of Soil Science and Landscape Management, Lwowska Str. 1, 87-100, Toruń, PolandGian Franco CapraUniversity of Sassari, Department of Architecture, Design and Urban Planning, Via Piandanna 4, Sassari, ItalyAntonio GangaUniversity of Sassari, Department of Architecture, Design and Urban Planning, Via Piandanna 4, Sassari, ItalyPeter HolmesUniversity of the Free State, Department of Geography, Nelson Mandela Drive, Bloemfontein, South AfricaMelanie SzulczewskiUniversity of Mary Washington, Earth and Environmental Sciences, 1301 College Avenue, Fredericksburg, USAUndrakh-Od BaatarNational University of Mongolia, School of Engineering and Applied Sciences, Department of Environmental Sciences and Forest Engineering, Ikh Surguuliingudamj -1, Bagatoiruu, Sukhbaatar District, Ulaanbaatar city, MongoliaAli BoularbahUniversité Cadi Ayyad/Mohammed VI Polytechnic University, Laboratoire de Bioressources et Sécurité Sanitaire des Aliments, BP. 549, FSTM/Center of Excellence for Soil and Fertilizer Research in Africa, AgrobioSciences Program, UM6P, Benguerir, MoroccoBetim BresillaHungarian University of Agriculture and Life Sciences, Doctoral School of Environmental Science, Páter Károly u. 1, H-2100 Gödöllő, HungaryHorea CacoveanAshim K. DattaICAR-Central Soil Salinity Research Institute, Division of Soil and Crop Management, Kachwa Road, Karnal, IndiaHelen GadsbyLiverpool John Moores University, Faculty of Education Health and Community School, I.M Marsh, Liverpool, United KingdomKamel GargouriEyob Gebrehiwot GebregeorgisEthiopian Forest Development, Addis Ababa, Ethiopia; Department of Ecology and Biogeography, Faculty of Biological and Veterinary Sciences, Nicolaus Copernicus University, Torun, Poland; Institut national de la recherche agronomique, SILVA, Nancy, FranceLuise GianiUniversity of Oldenburg, Institute of Biology and Environmental Sciences, Ammerländer Heerstr. 114-118, Oldenburg, GermanySamantha GroverRMIT University, Applied Chemistry and Environmental Science, 124 La Trobe St, Melbourne, AustraliaMukhiddin JulievTurin Polytechnic UniversityRaimonds KasparinskisUniversity of Latvia, Faculty of Geography and Earth Sciences, Raina B d.19, Riga, LatviaMasayuki KawahigashiTokyo Metropolitan University, Department of Geography, 1-1 Minami-Osawa, Hachioji, JapanLiv Anna KellermannBern University of Applied Sciences BFH, School of Agricultural, Forest and Food Sciences HAFL, Länggasse 85, 3052 Zollikofen, SwitzerlandKye-Hoon John KimThe University of Seoul, Department of Environmental Horticulture, 163 Seoulsiripdaero, Dongdaemun-gu, Seoul, 02504, KoreaLenka KrótkaPrimary School Ilava, Centrum I 32, Dubnica nad Váhom, Slovakia w University of Latvia, Faculty of Geography and Earth Science, Jegava Street 1, Riga, LatviaImants KukuļsBern University of Applied Sciences BFH, School of Agricultural, Forest and Food Sciences HAFL, Länggasse 85, 3052 Zollikofen, SwitzerlandIlia KunchuliaGeorgian Technical University, Faculty of Agricultural Sciences and Biosystems Engineering, 77 Kostava Street, Tbilisi, GeorgiaYounes LaaouidiUniversity Omar Bongo, Departement de Geographie, BP 17.043, Libreville, Gabon ab Makerere University, Department of Geography, Geoinformatics and Climatic Sciences, CHUSS Building, University Road, Kampala, UgandaPierre LeglizeUniversité de LorraineDieudonné Mouketou-TarazewiczShahrekord University, Soil Science Department, College of Agriculture, 2 Km of Saman Road, Rahbar Boulevard, Shahrekord, IranFrank MugaggaInstitute of Soil Science, Agrotechnology and Plant Protection, Department of Genesis, Diagnostics and Soil Classification, Bansko Shosse No7, Sofia, BulgariaTibor József NovákBern University of Applied Sciences BFH, School of Agricultural, Forest and Food Sciences HAFL, Länggasse 85, 3052 Zollikofen, SwitzerlandJuan Carlos OrtizUniversity of Concepcion, Department of Silviculture, Faculty of Forest Sciences, Victoria 631, Concepcion, ChileVerónica Osuna-VallejoGazi University, Gazi Education Faculty, Geography Education Department, Emniyet Mahallesi Bandırma Caddesi No:6/1, Ankara/Yenimahalle, TurkeyVít PenížekPlamen TomovТ. В. ПрокофьеваInstitute of Soil Science, Agrotechnology and Plant Protection, Department of Genesis, Diagnostics and Soil Classification, Bansko Shosse No7, Sofia, BulgariaManuel PulidoUniversity of Extremadura, Arts and Territory Sciences, Facultad de Filosofía y Letras, Cáceres, SpainCharles W. RechaBomet University College, Department of Geography, Environment and Development Studies, P.O Box 701 -20400, Bomet, KenyaEndla Reintamal University of Ljubljana, Faculty of Arts, Geography Department, Aškerceva 2, Ljubljana, SloveniaBlaž Repeavenue de la Foret de Haye, Vandoeuvre les Nancy, FranceSalih ŞahinLomonosov Moscow State University, Faculty of Soil Science, Leninskie gory 1-12, Moscow, Russian FederationMohammad Hassan SalehiRUE Institute for Soil Science and Agrochemistry, Department of Agrophysical Properties and Preventing Soil Erosion, Kazintsa 90, Minsk, Belarus atAbdourahamane Tankari Dan BadjoGazi University, Gazi Education Faculty, Geography Education Department, Emniyet Mahallesi Bandırma Caddesi No:6/1, Ankara/Yenimahalle, TurkeyKároly TepericsShahrekord University, Soil Science Department, College of Agriculture, 2 Km of Saman Road, Rahbar Boulevard, Shahrekord, IranTiina TörmänenShahrekord University, Soil Science Department, College of Agriculture, 2 Km of Saman Road, Rahbar Boulevard, Shahrekord, IranViktar TsyrybkaShahrekord University, Soil Science Department, College of Agriculture, 2 Km of Saman Road, Rahbar Boulevard, Shahrekord, IranRimantas VaisvalavičiusShahrekord University, Soil Science Department, College of Agriculture, 2 Km of Saman Road, Rahbar Boulevard, Shahrekord, IranFabiane Machado VezzaniUniversidade Federal do Paraná, Departamento de Solos e Engenharia Agrícola, Rua dos Funcionários 1540, Curitiba, Paraná, BrazilShugang ZhangShandong Agricultural University, College of Resources and Environment, 61 Daizong Street, Taian, China

Geodermajournal2022en

Ochiq kirishGibrid

Litsenziya: cc-by-nc-nd

ABI

Annotatsiya

The pivotal role of soil as a resource is not fully appreciated by the general public. Improving education in soil science represents a challenge in a world where soil resources are under serious threat. Today’s high school students, the world’s future landowners, agriculturalists, and decision makers, have the potential to change society’s apathy towards soils issues. This research aimed to compare the level of soil education in high and/or secondary schools in forty-three countries worldwide, together comprising 62% of the world's population. Comparisons were made between soil science content discussed in educationally appropriate textbooks via a newly proposed soil information coefficient (SIC). Interviews with teachers were undertaken to better understand how soil science education is implemented in the classroom. Statistical analyses were investigated using clustering. Results showed that gaps in soil science education were most commonly observed in countries where soil science is a non-compulsory or optional subject. Soil science concepts are predominantly a part of geography or environmental science curricula. Consequently, considerable variability in soil science education systems among investigated countries exists. Soil information coefficient‘s outcomes demonstrated that a methodological approach combining textbooks and the use of modern digitally based strategies in the educational process significantly improved soil education performances. Overall, soil science education is under-represented in schools worldwide. Dynamic new approaches are needed to improve pivotal issues such as: i) promoting collaborations and agreements between high school and universities; ii) encouraging workshops and practical exercises such as field activities; and, iii) implementing technology tools. This, in turn, will prepare the next generation to contribute meaningfully towards solving present and future soil problems.

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Mavzular

Indigenous Knowledge Systems and Agriculture Geography Education and Pedagogy Soil and Land Suitability Analysis

Identifikatorlar

DOI: 10.1016/j.geoderma.2022.116053

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