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

• Published in: Geoderma Vol. 425; p. 116053
• Main Authors: Charzyński, Przemysław, Urbańska, Magdalena, Franco Capra, Gian, Ganga, Antonio, Holmes, Peter, Szulczewski, Melanie, Baatar, Undrakh-Od, Boularbah, Ali, Bresilla, Betim, Cacovean, Horea, Datta, Ashim, Gadsby, Helen, Gargouri, Kamel, Gebrehiwot Gebregeorgis, Eyob, Giani, Luise, Grover, Samantha, Juliev, Mukhiddin, Kasparinskis, Raimonds, Kawahigashi, Masayuki, Anna Kellermann, Liv, John Kim, Kye-Hoon, Krótka, Lenka, Kukuļs, Imants, Kunchulia, Ilia, Laaouidi, Younes, Leglize, Pierre, Mouketou-Tarazewicz, Dieudonne, Mugagga, Frank, József Novák, Tibor, Ortiz, Juan, Osuna-Vallejo, Veronica, Penížek, Vít, Tomov, Plamen, Prokofeva, Tatiana, Pulido, Manuel, Recha, Charles W., Reintam, Endla, Repe, Blaž, Şahin, Salih, Hassan Salehi, Mohammad, Tankari Dan Badjo, Abdourahamane, Teperics, Károly, Törmänen, Tiina, Tsyrybka, Viktar, Vaisvalavičius, Rimantas, Vezzani, Fabiane, Zhang, Shugang
• Format: Journal Article
• Language: English
• Published: Elsevier B.V 01.11.2022; Elsevier
• Subjects: Agricultural sciences; educational status; environmental science; geography; Geography textbooks; High school; Life Sciences; science education; society; soil; Soil education; Soil information coefficient; Soil study; Upper secondary school; Worldwide comparison; Upper secondary school; Geography textbooks; Worldwide comparison; Soil education; Soil information coefficient; High school
• ISSN: 0016-7061; 1872-6259
• DOI: 10.1016/j.geoderma.2022.116053

[Display omitted] •A global survey of the state of soil science education in high schools.•Performance of the soil science educational system in 43 countries.•Differentiation of the level of soil science education in the world.•Field activities and digital tools as improvements of soil science education.•A better future of soil resources depends on the education of future generations. 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.