A manifesto for plant science education

  • Elizabeth Alvey*
  • , Andrea Paterlini*
  • , Mary E. Williams*
  • , Mia E. Cerfonteyn
  • , Samantha Dobbie
  • , Steven Dodsworth
  • , Sonja D. Dunbar
  • , Lauren R. Headland
  • , Anastasia Kolesnikova
  • , Pankaj Kumar
  • , Silvia Manrique
  • , Catherine Mansfield
  • , Sebastian Stroud
  • , Shannon Woodhouse
  • , Hailey Ashton
  • , Yoselin Benitez-Alfonso
  • , Emily Breeze
  • , Kelsey J.R.P. Byers
  • , Chana P. Chetariya
  • , Beth C. Dyson
  • Alec Forsyth, Beatriz Gonçalves, Camila Gonzalez, Daniel M. Jenkins, Joanna Kacprzyk, Kirsten Knox, George R. Littlejohn, Sara Lopez-Gomollon, Enrique López-Juez, Claudia Martinho, Vincent D.P. Modji, Itumeleng Moroenyane, Amy S. Newell, Geraint J. Parry, Julie Peacock, Anne Plessis, Bushra Saeed, Luis Sanz, Steven H. Spoel, Laurel R. Tully, Laura Turchi, Helen K. Woodfield, Katharine E. Hubbard*
*Corresponding author for this work

Research output: Contribution to journalComment/debatepeer-review

Abstract

Societal Impact Statement: Plants provide oxygen, food, shelter, medicines and environmental services, without which human society could not exist. Tackling pressing and global challenges requires well-trained plant scientists and plant-aware individuals. This manifesto provides a practical evidence-based vision to strengthen plant science education, focused on five strategic priorities. It is relevant to all stakeholders within plant science and beyond: from frontline educators to institutional leaders; from commercial or charitable professionals to entrepreneurs and donors; from individual community members to their legislative representatives. Strengthening plant science education demands concrete actions from all stakeholders, ultimately to the benefit of us all.

Summary: Plant science education needs urgent attention. Skilled plant scientists are needed to address major environmental and societal challenges, and global communities require plant-aware professionals to drive impactful policy, research and environmental stewardship. This manifesto was collaboratively generated by a community of educators who gathered to reflect on the state of plant science education. The forward-facing document provides a clear strategy for plant science education, complementing existing research strategies. Five themes were identified as essential for meeting the evolving needs of plant science, educators and learners: (i) plants must be at the centre of an education that addresses global challenges and societal values; (ii) plant science education must prepare students for their futures using bold and effective pedagogies; (iii) equity, diversity and inclusion must be robustly embedded in educational practices; (iv) local and strategic partnerships (with industry and beyond) are required to strengthen academic education; and (v) plant science educators need resources and opportunities to develop and connect. The manifesto is intended as a framework for change. Educators, funders, publishers, industry representatives, policymakers and all other members of our communities must commit to sustained investment in plant science education. By proactively and collectively embracing the recommendations provided, the sector has an opportunity to cultivate a new generation equipped with the knowledge, skills and passion to unlock the full potential of photosynthetic organisms.

Original languageEnglish
JournalPlants People Planet
Early online date28 Oct 2025
DOIs
Publication statusE-pub ahead of print - 28 Oct 2025

Bibliographical note

Copyright:
© 2025 The Author(s). Plants, People, Planet published by John Wiley & Sons Ltd on behalf of New Phytologist Foundation.

Keywords

  • Diversity and inclusion
  • Education
  • Outreach
  • Plant awareness
  • Plant Science
  • Plants
  • Societal Challenges
  • Sustainability

ASJC Scopus subject areas

  • Forestry
  • Ecology, Evolution, Behavior and Systematics
  • Plant Science
  • Horticulture

Fingerprint

Dive into the research topics of 'A manifesto for plant science education'. Together they form a unique fingerprint.

Cite this