Botanical Literacy in the Last Ten Years: Insights from Scopus

H. Husamah, Tutut Indria Permana, Abdulkadir Rahardjanto

Abstract


This systematic literature review examines the evolution of botanical literacy research over the last decade, based on 32 Scopus-indexed studies. Nine research questions (RQs) explore publication trends, geographical distribution, subject areas, funding sponsors, co-occurring keywords, influencing factors, effective strategies, and emerging themes. Data collection followed the PRISMA protocol, with bibliometric analysis and VOSviewer used to explore trends, while Scopus AI facilitated thematic and content analysis. The analysis identified a sevenfold increase in publication volume from 2017 to 2024, with notable peaks in 2022 (n=7) and 2024 (n=7). These findings reflect a growing academic recognition of the crucial role plants play in tackling global environmental challenges. The United States and the United Kingdom lead in research, while Asian countries such as Indonesia remain underrepresented (less than 5% of total publications), highlighting the need for a more inclusive, global approach. The study also reveals the interdisciplinary nature of botanical literacy, encompassing environmental sciences, agriculture, social sciences, and fields like computer science and psychology. Key factors influencing botanical literacy include lack of interest, poor educational materials, and ineffective teaching methods. Effective strategies identified include inquiry-based learning and integrating botanical education into daily life. Emerging themes emphasize “Scientific Literacy in Environmental Contexts” as a recurring focus, reinforcing the relevance of botanical literacy in environmental education.

Keywords


Botanical literacy; Environmental education; Global; Scopus; Student

References


Afidah, A., & Juanengsih, N. (2024). Analysis of visual literacy skills for junior high school and high school students on the concept of the cell in Tangerang Selatan. In S. A., R. U., S. M., & R. K. (Eds.), AIP Conference Proceedings (Vol. 3058, Issue 1). American Institute of Physics. https://doi.org/10.1063/5.0201211

Aini, V., Hidayat, T., Kusnadi, K., Williams, C., & Hadibarata, T. (2024). Analysis numeracy literacy skills of high school students in biodiversity material based on minimum competency assessment questions. Jurnal Pendidikan IPA Indonesia, 13(1), 128–136. https://doi.org/10.15294/jpii.v13i1.49265

Amprazis, A., & Papadopoulou, P. (2020). Plant blindness: a faddish research interest or a substantive impediment to achieve sustainable development goals? Environmental Education Research, 26(8), 1065–1087. https://doi.org/10.1080/13504622.2020.1768225

Amprazis, A., Penelope, P., & and Malandrakis, G. (2021). Plant blindness and children’s recognition of plants as living things: a research in the primary schools context. Journal of Biological Education, 55(2), 139–154. https://doi.org/10.1080/00219266.2019.1667406

Arango-Caro, S., Langewisch, T., Ying, K., Haberberger, M. A., Ly, N., Branton, C., & Callis-Duehl, K. (2025). 3D plants: the impact of integrating science, design, and technology on high school student learning and interests in STEAM subjects and careers. Disciplinary and Interdisciplinary Science Education Research, 7(1), 1. https://doi.org/10.1186/s43031-025-00120-4

Arif, W. P., Sari, M. S., & Lestari, S. R. (2025). Unveiling the roots of botanical literacy : A systematic literature review on its concepts and domains. EURASIA Journal of Mathematics, Science and Technology Education, 21(4), em2612.

Badaruddin, A., Budi, A. S., & Sumantri, M. S. (2024). The effectiveness of science encyclopedia-assisted project-based learning integrated with the STEM approach in enhancing pre-service elementary teachers’ scientific literacy. Journal of Education and E-Learning Research, 11(3), 597–605. https://doi.org/10.20448/jeelr.v11i3.5928

Balding, M., & Williams, K. J. H. (2016). Plant blindness and the implications for plant conservation. Conservation Biology : The Journal of the Society for Conservation Biology, 30(6), 1192–1199. https://doi.org/10.1111/cobi.12738

Baltikian, M., Kärkkäinen, S., & Kukkonen, J. (2024). Assessment of scientific literacy levels among secondary school students in Lebanon: Exploring gender-based differences. Eurasia Journal of Mathematics, Science and Technology Education, 20(3). https://doi.org/10.29333/ejmste/14279

Barrutia, O., Pedrera, O., Ortega-Lasuen, U., & Díez, J. R. (2024). Common and threatened animal identification and conservation preferences among 6 to 12 year-old students. Environmental Education Research, 30(1), 101–117. https://doi.org/10.1080/13504622.2023.2229971

Batke, S. P., Dallimore, T., & Bostock, J. (2020). Understanding Plant Blindness – Students’ Inherent Interest of Plants in Higher Education. Journal of Plant Sciences, 8(4), 98. https://doi.org/10.11648/j.jps.20200804.14

Beasley, K. (2023). Indigenous Knowledge Sharing and Botanical Literacies in Early Childhood Education. International Journal of Early Childhood Environmental Education, 10(2), 21.

Beasley, K., Hesterman, S., & Lee-Hammond, L. (2023). Reviving botany in the curriculum: the botanical journey of two Western Australian early childhood teachers. Australian Journal of Environmental Education, 39(2), 166–180. https://doi.org/10.1017/aee.2022.42

Beasley, K., Hesterman, S., MacCallum, J., & Lee-hammond, L. (2023). Indigenous Knowledge Sharing and Botanical Literacies in Early Childhood Education. International Journal of Early Childhood Environmental Education, 10(2), 21–35.

Beasley, K., Lee-Hammond, L., & Hesterman, S. (2021). A Framework for Supporting the Development of Botanical Literacies in Early Childhood Education. International Journal of Early Childhood, 53(2), 119–137. https://doi.org/10.1007/s13158-021-00291-x

Berezowitz, C. K., Bontrager Yoder, A. B., & Schoeller, D. A. (2015). School Gardens Enhance Academic Performance and Dietary Outcomes in Children. The Journal of School Health, 85(8), 508–518. https://doi.org/10.1111/josh.12278

Bórquez-Sánchez, E. (2024). Scientific literacy in biology and attitudes towards science in the Chilean education system. Research in Science & Technological Education, 2024, 1–25. https://doi.org/10.1080/02635143.2024.2320104

Çil, E. (2015). Integrating Botany with Chemistry & Art to Improve Elementary School Children’s Awareness of Plants. The American Biology Teacher, 77(5), 348–355. https://doi.org/10.1525/abt.2015.77.5.5

Clark, S. K., Brandt, L. B., & Joyner, E. (2024). Examining the Effects of Integrated Science and Literacy Instruction on Second Graders’ Reading Comprehension, Reading Motivation, and Ability to Write Science Informational Texts. Reading and Writing Quarterly, 40(3), 268–285. https://doi.org/10.1080/10573569.2023.2190320

Coppi, M., Fialho, I., & Cid, M. (2023). Developing a Scientific Literacy Assessment Instrument for Portuguese 3rd Cycle Students. Education Sciences, 13(9). https://doi.org/10.3390/educsci13090941

Coppi, M., Fialho, I., & Cid, M. (2024). Assessing scientific literacy: a study with 9th grade students in Portugal. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1433919

Corbacho-Cuello, I., Hernández-Barco, M. A., & Munoz-Losa, A. (2024). Exploring the local vegetation: botanical inquiry trail, an interactive journey of learning. Journal of Biological Education. https://doi.org/10.1080/00219266.2024.2320111

Dewi, N. P. S. R., & Wibawa, I. M. C. (2024). Enhancing Students’ Science Literacy through Megedong-Gedongan: A Balinese Local Culture-based Flipbook. Journal of Curriculum and Teaching, 13(4), 331–342. https://doi.org/10.5430/jct.v13n4p331

Dimon, R., Pettit, L., Cheung, C., & Quinnell, R. (2019). Promoting botanical literacy with a mobile application - CampusFlora - using an interdisciplinary, student-as-partners approach. International Journal for Students as Partners, 3(2), 118–128. https://doi.org/10.15173/ijsap.v3i2.3671

Fadiman, M. (2014). Ecosystem excitement: Using everyday items, projects, field trips, and exotic images to connect students to plants. In Innovative Strategies for Teaching in the Plant Sciences (pp. 261–273). Springer New York. https://doi.org/10.1007/978-1-4939-0422-8_16

Gurnon, D., Voss-Andreae, J., & Stanley, J. (2013). Integrating Art and Science in Undergraduate Education. PLoS Biology, 11(2), 1–4. https://doi.org/10.1371/journal.pbio.1001491

Gutiérrez-García, L., Blanco-Salas, J., Sánchez-Martín, J., Corbacho-Cuello, I., & Ruiz-Téllez, T. (2024). Assessment of botanical learning through an educational intervention based on aromatic plants and their uses in the immediate environment. Environment, Development and Sustainability. https://doi.org/10.1007/s10668-024-04733-z

Halhaji, P. N. (2024). The profile of scientific literacy of high school students based on issues of environmental change concept in Bengkulu. In R. E., W. A., W. P., T. N.K., H. S., F. F., & D. W.S.B. (Eds.), AIP Conference Proceedings (Vol. 2622, Issue 1). American Institute of Physics. https://doi.org/10.1063/5.0133935

Hall, K. C., & Sawey, A. T. (2014). Cultivation of local botanical knowledge or knowledge of nature using interdisciplinary, innovative, and mind/brain-based techniques. In Innovative Strategies for Teaching in the Plant Sciences (pp. 101–117). Springer New York. https://doi.org/10.1007/978-1-4939-0422-8_7

Haris, A., & Hakim, A. (2024). Analysis of Scientific Literacy Skills on The Topic of Global Warming. In R. R.A., A. M.M.A.B., R. S.Z.A., R. M.F., J. S., & T. M.F.M. (Eds.), AIP Conference Proceedings (Vol. 2799, Issue 1). American Institute of Physics. https://doi.org/10.1063/5.0181877

Hartono, A., Djulia, E., & Jayanti, U. N. A. D. (2023). Biology students’ science literacy level on genetic concepts. Jurnal Pendidikan IPA Indonesia, 12(1), 146–152. https://doi.org/10.15294/jpii.v12i1.39941

Hemingway, C., Dahl, W., Haufler, C., & Stuessy, C. (2011). Building Botanical Literacy. Science, 331(6024), 1535–1536. https://doi.org/10.1126/science.1196979

Junanto, T., Akhyar, M., & Suryani, N. (2024). Listen-search-read-discuss: an innovative lesson design to improve students’ scientific literacy in higher education. International Journal of Evaluation and Research in Education, 13(6), 4073–4081. https://doi.org/10.11591/ijere.v13i6.29897

Krosnick, S., & Moore, K. (2024). Rooting students in their botanical history: A method to engage students in botany and herbaria. Plants People Planet. https://doi.org/10.1002/ppp3.10595

Lee, A. (2023). The importance of cultivating awareness of environmental matters in science classrooms: a cross-regional study. Australian Journal of Environmental Education, 39(4), 467–491. https://doi.org/DOI: 10.1017/aee.2023.7

Lestari, E. S., Sajidan, S., Rahmawati, F., & Indrowati, M. (2024). The inquiry ethnobotany learning model: An instructional design model to enhance student environmental literacy. Journal of Baltic Science Education, 23(2), 377–389. https://doi.org/10.33225/jbse/24.23.377

Luzyawati, L., Hamidah, I., Fauzan, A., & Husamah, H. (2025). Higher-order thinking skills-based science literacy questions for high school students. Journal of Education and Learning, 19(1), 134–142. https://doi.org/10.11591/edulearn.v19i1.21508

Marcos-Walias, J., Bobo-Pinilla, J., Iglesias, J. D., & Tapia, R. R. (2023). Plant awareness disparity among students of different educational levels in Spain. European Journal of Science and Mathematics Education, 11(2), 234–248. https://doi.org/10.30935/scimath/12570

Morgacheva, N. V, Shcherbatykh, S. V, & Sotnikova, E. B. (2023). Assessment and analysis of the level of natural science literacy of students. Perspektivy Nauki i Obrazovania, 62(2), 66–84. https://doi.org/10.32744/pse.2023.2.4

Mulyono, Y., Sapuadi, S., Yuliarti, Y., & Sohnui, S. (2024). A framework for building scientific literacy through an inquiry learning model using an ethnoscience approach. International Journal of Advanced and Applied Sciences, 11(8), 158–168. https://doi.org/10.21833/ijaas.2024.08.017

National Science Foundation. (2022). NSF 23-532 : Design for Environmental Sustainability in Computing ( DESC ). National Science Foundation.

Neves, K. G. (2024). Botanic Gardens in Biodiversity Conservation and Sustainability: History, Contemporary Engagements, Decolonization Challenges, and Renewed Potential. Journal of Zoological and Botanical Gardens, 5(2), 260–275. https://doi.org/10.3390/jzbg5020018

Pany, P., Florian D., M., Benno, D., Takuya, Y., Michael, K., & and Möller, A. (2024). Measuring students’ plant awareness: A prerequisite for effective botany education. Journal of Biological Education, 58(5), 1103–1116. https://doi.org/10.1080/00219266.2022.2159491

Pany, P., Lörnitzo, A., Auleitner, L., Heidinger, C., Lampert, P., & Kiehn, M. (2019). Using students’ interest in useful plants to encourage plant vision in the classroom. PLANTS, PEOPLE, PLANET, 1(3), 261–270. https://doi.org/https://doi.org/10.1002/ppp3.43

Parsley, K. M., Daigle, B. J., & Sabel, J. L. (2022). Initial Development and Validation of the Plant Awareness Disparity Index. CBE—Life Sciences Education, 21(4), ar64. https://doi.org/10.1187/cbe.20-12-0275

Pedrera, O., Barrutia, O., & Díez, J. R. (2024). Do textbooks provide opportunities to develop meaningful botanical literacy? A case study of the scientific model of plant nutrition. Journal of Biological Education. https://doi.org/10.1080/00219266.2024.2365679

Pettit, L., Pye, M., Wang, X., & Quinnell, R. (2014). Designing a bespoke App to address Botanical literacy in the undergraduate science curriculum and beyond. Proceedings of ASCILITE 2014 - Annual Conference of the Australian Society for Computers in Tertiary Education, 614–619. https://doi.org/10.14742/apubs.2014.1296

Pongsophon, P., & Jituafua, A. (2021). Developing and Assessing Learning Progression for Botanical Literacy Using Rasch Analysis. Science Education International, 32(2), 125–130. https://doi.org/10.33828/sei.v32.i2.5

Pratama, A. T., Sudrajat, A. K., Anazifa, R. D., & Kurniawati, A. (2024). Factors that influence global literacy: what is the most dominant? International Journal of Evaluation and Research in Education, 13(5), 2989–2995. https://doi.org/10.11591/ijere.v13i5.28903

Quinde-Ramos, B., Yupanqui-Bautista, C., Tasayco-Bazalar, A., & Romaní-Romaní, F. (2025). Factors associated with scientific literacy in medical students at a Peruvian university. Investigacion en Educacion Medica, 14(53), 50–60. https://doi.org/10.22201/fm.20075057e.2025.53.24622

Sanders, D. L. (2019). Standing in the shadows of plants. PLANTS, PEOPLE, PLANET, 1(3), 130–138. https://doi.org/https://doi.org/10.1002/ppp3.10059

Santoso, D., Syukur, A., & Zulkifli, L. (2023). The suitability of natural science teaching materials based on Mangrove ecosystems to improve environmental literacy of junior high school students in the South coast of East Lombok. In D. A. (Ed.), AIP Conference Proceedings (Vol. 2619). American Institute of Physics Inc. https://doi.org/10.1063/5.0123388

Saraiva, D. P., Santos, E. M. dos, & Cantuária, P. de C. (2024). Trends in botanical education research: a bibliometric study. Cuadernos de Educación y Desarrollo, 16(4), e4084. https://doi.org/10.55905/cuadv16n4-168

Sari, M. S., & Mawaddah, K. (2021). The effect of scaffolding of information literacy on the botanical literacy of prospective biology teachers. Jurnal Pendidikan IPA Indonesia, 10(2), 253–259. https://doi.org/10.15294/jpii.v10i2.29978

Sari, P. M. (2024). Science Literacy Skills for Srijaya Negara Junior High School Students in Palembang. In P. R.I.I., H. null, B. R., T. K., S. M., M. null, & K. D. (Eds.), AIP Conference Proceedings (Vol. 3052, Issue 1). American Institute of Physics. https://doi.org/10.1063/5.0201011

Sidauruk, S., Ni’mah, F., Meiliawati, R., Analita, R. N., Rahmadani, A., Budi, F. S., & Adhani, A. (2025). Scientific literacy on peatland across various study programs, genders, and current domicile of university students in Borneo. Journal of Education and Learning, 19(1), 449–459. https://doi.org/10.11591/edulearn.v19i1.21794

Spears, B. (2015). PlantingScience awarded $2.9M grant from the National Science Foundation. American Association for the Advancement of Science (AAAS).

Stagg, B. C., Lindsay, H., & and Dillon, J. (2025). Towards a model of plant awareness in education: a literature review and framework proposal. International Journal of Science Education, 47(4), 539–559. https://doi.org/10.1080/09500693.2024.2342575

Stahl, G., Scholes, L., McDonald, S., Mills, R., Lunn Brownlee, J., & Comber, B. (2024). Scoping review of conceptions of literacy in middle school science. Research Papers in Education, 39(1), 134–154. https://doi.org/10.1080/02671522.2022.2105388

Stroud, S., Fennell, M., Mitchley, J., Lydon, S., Peacock, J., & Bacon, K. L. (2022). The botanical education extinction and the fall of plant awareness. Ecology and Evolution, 12(7), e9019. https://doi.org/https://doi.org/10.1002/ece3.9019

Sumarni, W., & Wahyuni, S. (2023). The effect of application of ethno-STEM integrated project-based learning on increasing students’ scientific literacy. In S. null, S. K., C. E., M. null, L. C.P., & A. S. (Eds.), AIP Conference Proceedings (Vol. 2614). American Institute of Physics Inc. https://doi.org/10.1063/5.0126208

Sun, J., Liu, B., Rustiami, H., Xiao, H., Shen, X., & Ma, K. (2024). Mapping Asia Plants: Plant Diversity and a Checklist of Vascular Plants in Indonesia. Plants (Basel, Switzerland), 13(16). https://doi.org/10.3390/plants13162281

Suryani, D., Hariyono, E., & Prastowo, T. (2023). Early geoscience literacy skills assessment based on TIMSS’S view. In S. S., S. A., & N. D.A. (Eds.), AIP Conference Proceedings (Vol. 2751). American Institute of Physics Inc. https://doi.org/10.1063/5.0143142

Syukur, A., Santoso, D., & Dewi, K. R. (2023). Mapping science literacy for middle school students based on the development of teaching materials for seagrass ecosystems in the South coastal region of Lombok island, Indonesia. In D. A. (Ed.), AIP Conference Proceedings (Vol. 2619). American Institute of Physics Inc. https://doi.org/10.1063/5.0130470

Tran, S., Tirado, J., Miyasato, H., & Lee, S. W. (2024). Students’ perceptions of social issues in biology courses. Journal of Microbiology and Biology Education, 24(1). https://doi.org/10.1128/jmbe.00194-23

Uno, G. E. (2009). Botanical literacy: What and how should students learn about plants? American Journal of Botany, 96(10), 1753–1759. https://doi.org/10.3732/ajb.0900025

Wati, M., Rizky, S., & Mahtari, S. (2024). The development of scientific literacy test instruments on Newton’s law materials for high school students. In R. E., W. A., W. P., T. N.K., H. S., F. F., & D. W.S.B. (Eds.), AIP Conference Proceedings (Vol. 2622, Issue 1). American Institute of Physics. https://doi.org/10.1063/5.0133904

Wells, C. N., Hatley, M., & Walsh, J. (2021). Planting a Native Pollinator Garden Impacts the Ecological Literacy of Undergraduate Students. American Biology Teacher, 83(4), 210–213. https://doi.org/10.1525/abt.2021.83.4.210

Wright, K. L., Wenner, J., & Hodges, T. S. (2024). Trade Books to the Rescue!: Combating Misinformation with Science and Literacy. Reading Teacher, 77(4), 485–494. https://doi.org/10.1002/trtr.2264

Wulaningsih, R. D., Rahid, D., & Miarsyah, M. (2024). The Relationship between Curiosity and Reading Comprehension Ability with Science Literacy in High School Students. In R. R.H., I. null, R. S., A. T.A., & M. D. (Eds.), AIP Conference Proceedings (Vol. 2982, Issue 1). American Institute of Physics Inc. https://doi.org/10.1063/5.0185141

Zelenika, I., Moreau, T., Lane, O., & Zhao, J. (2018). Sustainability education in a botanical garden promotes environmental knowledge, attitudes and willingness to act. Environmental Education Research, 24(11), 1581–1596. https://doi.org/10.1080/13504622.2018.1492705




DOI: https://doi.org/10.33394/j-ps.v13i2.15160

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Copyright (c) 2025 Tutut Indria Permana, Husamah Husamah, Abdulkadir Rahardjanto

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Creative Commons License
J-PS (Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram) p-ISSN (print) 2338-4530, e-ISSN (online) 2540-7899 is licensed under a Creative Commons Attribution 4.0 International License.

View My Stats