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Plant blindness, the tendency to overlook or undervalue the significance of plants in the environment, poses a critical challenge to biodiversity conservation and ecological understanding. This study investigates the effectiveness of educational interventions in addressing plant blindness among college students across colleges of India. Utilizing a quasi-experimental design, the intervention aims to enhance plant awareness through interactive learning activities. Pre- and post-intervention assessments measure changes in knowledge, attitudes, and behaviours towards plants. The study also examines demographic factors influencing intervention outcomes. Results indicate significant improvements in plant awareness post-intervention, highlighting the importance of experiential learning in environmental education. Addressing plant blindness is essential for promoting environmental stewardship and biodiversity conservation.

This study aims to assess an educational intervention's effectiveness in combating plant blindness among Indian college students by enhancing awareness, knowledge and appreciation of plants. It seeks to determine current plant awareness levels, evaluate intervention impact, explore attitudes and behaviours towards plants pre- and post-intervention, and investigate demographic factors' influence on intervention efficacy.

The historical attitudes towards plants, tracing back from the early days of human civilization to the current era marked by rapid urbanization and technological advancements, provide a rich context to the phenomenon of plant blindness (Kelley & Dwyer, 2020). In traditional societies, plants were not just seen as passive elements of the environment, but were held in high regard for their medicinal properties and cultural importance. They were integral to the daily lives of people, providing food, medicine, and materials for shelter and clothing.

However, with the advent of modern lifestyles, marked by urban living and technological advancements, there has been a growing detachment from nature (Schultz, 2002). This shift has led to a decrease in direct interactions with plants and a lack of understanding of their crucial role in our ecosystems and lives.  Numerous research studies have delved deep into the prevalence and implications of plant blindness, exploring the various factors contributing to it and its impact on environmental attitudes (Wandersee & Clary, 2006; Price, 2010). Factors such as limited exposure to nature due to urban living, inadequate formal education about plants in our schooling systems, and anthropocentric biases that prioritize human needs and perspectives have been identified as significant contributors to plant blindness (Wandersee & Schussler, 2001).

Furthermore, studies have underscored the correlation between awareness of plants and pro-environmental behaviours (Balmford et al., 2002). This suggests that increasing plant awareness could be a key strategy in promoting sustainable behaviours and attitudes. In response to this, interventions designed to combat plant blindness have been developed. These include hands-on activities that allow individuals to interact directly with plants, and multimedia approaches that leverage technology to engage and educate (Wandersee & Schussler, 2001; Balmford et al., 2002). These interventions have shown promising results in enhancing plant awareness and shifting attitudes towards plants.

Educational initiatives like visits to botanical gardens and interactive learning programs have also proven effective in augmenting plant knowledge and fostering positive attitudes towards plants (Davies et al., 2009). These initiatives provide immersive experiences that allow individuals to appreciate the beauty and complexity of plants, thereby combating plant blindness and promoting a deeper connection with nature.

A quasi-experimental research design was utilized to compare the effectiveness of an intervention aimed at remedying plant blindness. This design comprised an experimental group, which received the intervention, and a control group that did not (Campbell & Stanley, 1963).

Data collection was conducted via Google Forms, chosen for its user-friendly interface and comprehensive features, ensuring the reliability and validity of the collected data. Participants were drawn from a diverse range of educational institutions, encompassing both urban and rural settings, thus providing a varied and representative sample. (chart 1)

The intervention sought to bolster awareness, knowledge, and appreciation of plants through interactive lectures, hands-on activities like plant identification and collection visits, multimedia presentations, and group discussions. (Chart 2)

Data collection encompassed both quantitative and qualitative methods. Pre- and post-intervention surveys gauged changes in knowledge, attitudes, and behaviours, while focus group discussions and semi-structured interviews provided detailed insights into participants' experiences and perceptions.

Quantitative data underwent analysis using statistical software, while qualitative data from focus groups and interviews was also analysed.

The study included a total of 450 students, with 220 from rural colleges and 230 from urban colleges. The quantitative findings from pre- and post-intervention surveys revealed significant improvements in knowledge, attitudes, and behaviours related to plants for the experimental group compared to the control group. (Table 1)

The qualitative findings from focus group discussions and semi-structured interviews supported the quantitative results. Thematic analysis revealed key themes of enhanced awareness and appreciation of plants, engagement and enjoyment of the intervention activities, and positive behavioural changes towards plants. (Table 2)

The intervention effectively improved plant awareness among college students in study, evidenced by significant increases in knowledge, attitudes, and behaviours towards plants. Both rural and urban students benefited from the intervention, indicating its broad applicability.

This study underscores the importance of integrating hands-on, interactive learning activities into higher education curricula to combat plant blindness. Such initiatives can enhance student engagement, critical thinking, and environmental stewardship.

This study confirms the efficacy of interactive learning in enhancing environmental awareness, aligning with findings by Sanders et al. (2014) and Krasny and Tidball (2009). By addressing plant blindness, it fills a gap in the literature. Supporting both rural and urban students, it provides a replicable model for global interventions, echoing Dwyer et al.'s (1992) conclusions on nature-based education's effectiveness.

Appendices

1.Survey/Interview Questions

a.What is your current level of knowledge about plants?

b.How often do you engage with plants in your daily life?

c.What are your attitudes towards plants and their importance in the environment?

d.Have you participated in any plant-related activities before? If so, please describe.

e.What is the importance of educational intervention to correct the neglect of the importance of plants?

fHow do you think the intervention has impacted your knowledge, attitudes, and behaviours towards plants?

Data Tables

Quantitative Findings (table 1)

Qualitative Findings (table 2)

This study underscores the efficacy of interventions in addressing plant blindness among college students, highlighting the significance of experiential learning in higher education. Significant enhancements in plant awareness were evident across both rural and urban student cohorts, particularly through hands-on activities and multimedia presentations. Moving forward, future research should delve into the long-term effects of such interventions and explore optimal integration strategies into higher education curricula, accounting for diverse demographic and geographical contexts. The practical implications of this study suggest that implementing similar interventions can substantially augment environmental education in colleges, cultivating a deeper understanding and appreciation of plants among students and fostering environmental stewardship efforts.

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