Cyprus: Interactive Botanical Garden

Summary

The Interactive Botanical Garden activity engaged students in exploring the properties of aromatic plants and examining how climate change impacts their growth and sustainability. Blending scientific research with digital tools and entrepreneurship, students conducted investigations into plant characteristics, created QR codes linking to digital content about each plant, and designed a model of their envisioned garden. The activity also encouraged students to think creatively about how their project could be linked to real-world applications, including entrepreneurial ideas such as product development or community use. This Open Schooling Activity connected science with technology, environmental awareness, and business thinking in an interdisciplinary, student-driven learning experience.

Description of the implementation process of the activity

The Interactive Botanical Garden activity was implemented over several months and offered students the opportunity to explore the relationship between science, nature, and entrepreneurship. The project was introduced to teachers through the ICSE Science Factory network, and participating educators initiated the activity within their classrooms with ongoing support from the project team.

The activity began with students investigating a selection of aromatic plants, focusing on their properties, uses, and ecological requirements. Working in teams, students conducted research supported by their teacher,on the medicinal, culinary, or cosmetic value of these plants and examined how climate change might affect their growth and sustainability. This scientific inquiry connected the curriculum with real-world environmental challenges.

To bring a digital dimension to their project, students created QR codes for each plant. These codes linked to multimedia content, explaining the plants’ characteristics and benefits. This step encouraged students to think about how scientific information can be effectively communicated to the public.

Students then built a physical model of their envisioned botanical garden, showcasing both the spatial layout and the selection of plants. The model was used for presentations within the school and at external events, acting as a tangible output of their research and teamwork.

In the final phase, the activity incorporated entrepreneurial thinking. Students were encouraged to imagine how their garden could evolve into a real-world initiative. Ideas included producing and marketing herbal products, creating a learning space for younger students, or promoting their garden as an eco-tourism site. This component helped students understand how science can lead to innovation and social impact.

The activity was characterized by high levels of student creativity and initiative, supported by structured guidance from the participating teacher. Students progressed through the stages of research, design, digital production, and business planning, resulting in an interdisciplinary experience that combined science, technology, and creativity.

Strategies to win schools

In the case of the Interactive Botanical Garden, the activity was initiated internally by a motivated school team committed to interdisciplinary, project-based learning. Rather than requiring external outreach, the project emerged organically from teacher-led initiatives that aligned with both student interests and curriculum goals.

Key strategies that contributed to successful school engagement included:

Teacher Leadership and Professional Development: The teacher who facilitated the activity had previously participated in the training programs provided at the beginning of the ICSE Science Factory project. These trainings helped build the necessary pedagogical and methodological foundation for implementing open schooling approaches, and gave the teacher confidence to design and carry out the activity independently within the school setting.

Strong Internal Motivation and School Vision: The school demonstrated a proactive approach by integrating the activity into its broader vision for creative and interdisciplinary education. Teachers took an active role in guiding and mentoring students throughout all stages of the project.

Local and Cultural Relevance: The focus on aromatic plants, widely known in the local context, made the activity especially engaging for students. By researching the plants’ medicinal, culinary, and traditional uses, students connected science learning to their heritage and everyday experiences.

Interdisciplinary and Practical Framing: The activity combined science, technology (QR codes), environmental awareness, and entrepreneurship, offering multiple points of engagement. This interdisciplinary structure appealed to a wide range of student interests and strengths.

Public Engagement and Recognition Opportunities: Students developed a physical model (μακέτα) of their botanical garden and created QR codes linked to digital content describing each plant. These outputs were showcased during school events, giving students an authentic audience and reinforcing the real-world value of their work.

Student Ownership and Active Participation: Students played a central role in designing the garden, selecting and researching plants, producing content, and proposing entrepreneurial ideas. This high degree of involvement fostered autonomy, creativity, and a sense of ownership over their learning.

Schools support

While the Interactive Botanical Garden activity was initiated and implemented primarily through the initiative of the school, it was supported by the ICSE Science Factory project through a combination of early training, pedagogical resources, and ongoing encouragement.

1. Teacher Training and Capacity Building
   The teacher leading the activity had participated in the initial professional development sessions offered at the beginning of the project. These training programs introduced open schooling principles, interdisciplinary design approaches, and examples of successful student-led activities. This early preparation equipped the teacher with the knowledge and confidence to design and facilitate the activity independently.
2. Access to Pedagogical and Methodological Resources
   The project provided educators with open schooling frameworks, planning templates, and sample activity formats, which helped in structuring the activity to align with both educational standards and student interests. These resources were adapted by the teacher to suit the theme of aromatic plants and climate change.
3. Ongoing Communication and Mentoring
   Although the activity was school-driven, the ICSE Science Factory team maintained regular communication with the teacher, offering feedback and support as needed. This included answering questions, sharing ideas from other schools, and helping identify opportunities for student presentation and dissemination.
4. Visibility and Dissemination Support
   The project encouraged the documentation and sharing of the activity’s outcomes. The students’ creation of a poster, physical model, and digital QR codes were supported with guidance on how to present their work to peers, educators, and the community. This strengthened the outreach dimension of the project and provided recognition for the students’ efforts.
5. Flexibility and Trust in Educator Leadership
   One of the most important forms of support was the space and flexibility given to teachers to implement the activity in a way that fit their school context. The trust placed in teacher autonomy was essential in allowing the project to grow organically while still aligning with the broader goals of the ICSE Science Factory.

Key-success factors

The success of the Interactive Botanical Garden activity can be attributed to several interrelated factors, including strong educator leadership, student ownership, local relevance, and an interdisciplinary approach. These elements worked together to transform a school-initiated idea into a vibrant Open Schooling Activity that combined science, culture, digital tools, and entrepreneurship.

1. Empowered and Trained Educator
   A key success factor was the teacher’s active role in designing and facilitating the activity. Having participated in the initial ICSE Science Factory training, the teacher was equipped with both the pedagogical tools and the confidence needed to lead an open, student-centered project. Their ability to guide the students through inquiry, creativity, and presentation phases ensured a coherent and impactful learning experience.
2. Local Relevance and Cultural Connection
   Focusing on aromatic plants grounded the activity in local tradition and everyday knowledge. Students were naturally curious about the plants’ uses in Cypriot culture (culinary, medicinal, and aromatic) which increased their engagement and made the scientific investigation more meaningful.
3. Integration of Disciplines and Real-World Applications
   The activity successfully blended environmental science, digital technology (QR codes), sustainability, and entrepreneurship. This interdisciplinary framework appealed to a wide range of student interests and helped them see how science is connected to both everyday life and future opportunities.
4. Student Ownership and Creativity
   Students were involved in every stage of the activity, from researching plants and creating digital content to designing a physical model of the garden and proposing entrepreneurial applications. This high level of student agency fostered motivation, creativity, and a sense of pride in their work.
5. Visibility and Community Engagement
   The development of a public-facing output, including QR codes and a poster presentation, encouraged students to think beyond the classroom. This gave them a platform to share their knowledge and helped strengthen the connection between the school and the wider community.

Challenges

While the Interactive Botanical Garden activity was successfully implemented and well-received by students, several challenges emerged during the process. These challenges primarily related to interdisciplinary collaboration, time constraints, and the complexity of balancing innovation with formal school structures.

1. Limited Interdisciplinary Support Among Staff

Context and Impact:
Although the lead teacher envisioned the activity as an interdisciplinary project (combining science, technology, environmental education, and entrepreneurship) efforts to engage other subject teachers were largely unsuccessful. Despite seeking support to enrich the project through cross-curricular collaboration, colleagues were unwilling or unavailable to participate. This limited the breadth of perspectives and skills that could have enhanced the overall implementation.

Response and Resolution:
The lead teacher proceeded independently, adapting materials and guiding students through all phases of the project. While this ensured continuity, it placed a considerable workload on a single educator and reduced the interdisciplinary depth that could have been achieved.

Lesson Learned:
For future implementations, more emphasis should be placed on fostering a shared culture of collaboration within schools. Presenting interdisciplinary projects as opportunities for professional visibility and innovation could encourage broader staff involvement.

2. Time Constraints Within the School Year

Context and Impact:
As with many Open Schooling Activities, time constraints posed a challenge. The activity had to be implemented alongside ongoing school responsibilities, exams, and other activities. This sometimes slowed progress and placed pressure on both teacher and students.

Response and Resolution:
The flexible nature of the project allowed the teacher to pace the activity across several weeks. Students also demonstrated strong commitment by working on parts of the project outside of class time. This voluntary engagement was a positive outcome of the activity’s relevance and appeal.

Lesson Learned:
Building time for open schooling into the school calendar from the beginning and integrating such activities into core subject areas could ease pressure and support sustainability.

Reflective remarks

The Interactive Botanical Garden activity demonstrated how Open Schooling can empower students to connect science with their environment, culture, and community in meaningful ways. By investigating aromatic plants, using digital tools, and engaging in entrepreneurial thinking, students experienced science as a creative, interdisciplinary, and socially relevant field.

One of the most powerful aspects of the activity was the high level of student ownership. From selecting and researching the plants to designing the garden model and creating QR content, students showed commitment, creativity, and curiosity.

The experience also underlined the importance of teacher agency and preparation. The participating teacher, equipped through the initial training, was able to independently plan and implement the activity. However, the lack of engagement from other staff revealed a common challenge: while individual educators may embrace interdisciplinary work, broader school collaboration does not always follow. This suggests a need to build stronger interdisciplinary cultures within schools, supported by leadership and shared planning time.

Ultimately, the activity proved that when students are given the freedom to explore science in context and are supported by motivated educators, they can produce meaningful work that bridges the gap between school and society. It also reminded us that systemic support and team-based approaches are essential for sustaining such initiatives in the long term.