Building on current trends in contemporary literature, this chapter analyses how advanced digital solutions can support environmental education in the context of sensory gardens. To this end, the authors analyzed the extent to which parents of preschool children in Belgrade are familiar with the concept of sensory gardens and whether the use of QR codes in sensory gardens promotes informal learning in the family context. The results show that most respondents are not familiar with the concept of sensory gardens and the benefits they offer. However, a significant proportion of respondents believe that the use of QR codes in sensory gardens would be a positive step towards facilitating informal learning for children and parents and encouraging children to spend more time in nature. The results show the value of digitalization in promoting the importance of environmental connectivity and resource conservation in local communities and underline the need to increase the number of sensory gardens in Serbia.
Top1. Introduction
Nature and humanity have always been intertwined (Whitt et al., 2008; Đukić et al, 2016). Nevertheless, the global population is now experiencing an increasing disconnection from nature (Bradić-Martinović et al., 2023). The UN report (World Cities Report, 2022) states that “cities are here to stay”. Over the next three decades, urbanization is expected to rise from 56% in 2021 to 68% in 2050, leading to an increase in the total urban population of 2.2 billion people. Children growing up in cities are particularly affected by increasing urbanization and the observed disconnection from nature, as they have fewer opportunities to enjoy the natural environment. As urbanization increases and more people live in cities, the natural environment is becoming less accessible to children, affecting their physical and mental well-being and, as Hand et al. (2018) point out, limiting their independent movement. Sensory gardens have emerged as an effective, inclusive and innovative form of urban green zones as a compelling solution to the challenges posed by urbanization and increasing disconnection from nature.
Sensory gardens are unique places for urban-nature connection. As a new form of urban gardens (Wajchman-Switalska et al., 2021), they represent self-contained areas designed to provide a range of sensory experiences (Krzeptowska-Moszkowicz et al., 2021). In addition to stimulating and engaging people's senses, motor and social skills (Hussein, 2009), sensory gardens promote health improvements (Vries, 2010), environmental education and social inclusion (Machado & Barros, 2020), emotional growth and overall well-being (Souter-Brown, 2015). They can also be observed as an innovative form of urban green zone (Vuković & Mingaleva, 2023), as a basis for ecological entrepreneurship development (Vuković & Hanić, 2017) or as a learning tool (De Fatima Rocha Prestes et al., 2020).
Sensory gardens can be created for different population groups. However, spending time in nature is particularly beneficial for children under the age of 12 (Gill, 2014). During this time, children are highly receptive to their environment and have a natural urge to explore and learn. Giving them the opportunity to engage with nature in sensory gardens can enhance their development in many areas, while allowing them to perceive the environment as a place of learning (Dowdell et al., 2011). According to Stapp et al. (1969) environmental education aims to produce citizens who are knowledgeable about the biophysical environment and its associated problems, aware of how to assist in the resolution of these problems, and motivated to work towards their resolution. Consequently, sensory gardens have the potential to promote more diverse environmental learning by supporting the cognitive connection between children and nature.