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Assessment of Knowledge Gaps Related to Soil Literacy

Author

Listed:
  • Roger Roca Vallejo

    (ICLEI European Secretariat, 79098 Freiburg im Breisgau, Germany)

  • Anna Krzywoszynska

    (Faculty of Humanities, University of Oulu, 90570 Oulu, Finland)

  • Loukas Katikas

    (School of Rural, Surveying and Geoinformatics Engineering, National Technical University of Athens, 15780 Zografou, Greece)

  • Karen Naciph Mora

    (ICLEI European Secretariat, 79098 Freiburg im Breisgau, Germany)

  • Marie Husseini

    (Lantern Translations, 68240 Kaysersberg-Vignoble, France)

  • Sónia Morais Rodrigues

    (Centre for Environmental and Marine Studies, Department of Environment and Planning, Universidade de Aveiro, 3810-193 Aveiro, Portugal)

  • Roos van de Logt

    (Louis Bolk Instituut, 3981 Kosterijland, The Netherlands)

  • Karen Johnson

    (Department of Engineering, Durham University, Durham DH1 3LE, UK)

  • Borut Vrščaj

    (Faculty of Environmental Protection, 3320 Velenje, Slovenia)

  • Camilla Ramezzano

    (Education and Learning Sciences Group, Wageningen University, 6708 Wageningen, The Netherlands)

  • Katja Črnec

    (Faculty of Environmental Protection, 3320 Velenje, Slovenia)

  • Almut Ballstaedt

    (ICLEI European Secretariat, 79098 Freiburg im Breisgau, Germany)

Abstract

Soil literacy, defined as the combination of attitudes, behaviours, and competencies necessary to make informed decisions that promote soil health, is increasingly recognised as a crucial element for sustainable development. This article presents the outcomes of the Soil Literacy Think Tank established under the Soils for Europe (SOLO) project, which aims to identify research and innovation knowledge gaps to strengthen soil literacy in Europe. Drawing on literature reviews, stakeholder engagement, and interdisciplinary dialogue, the paper highlights 18 prioritised knowledge gaps across different topics. These include a lack of integrated pedagogical strategies, limited outreach to specific social groups, and underdeveloped communication methods linking soil knowledge to stewardship actions. The article proposes adaptive and inclusive approaches to soil education that respect multiple knowledge systems and values and emphasises the importance of embedding soil literacy into sustainability agendas and governance processes. By addressing these challenges, the paper contributes to broader efforts supporting the EU Soil Mission and the goals of World Soil Day by promoting public awareness, citizen engagement, and responsible soil care.

Suggested Citation

  • Roger Roca Vallejo & Anna Krzywoszynska & Loukas Katikas & Karen Naciph Mora & Marie Husseini & Sónia Morais Rodrigues & Roos van de Logt & Karen Johnson & Borut Vrščaj & Camilla Ramezzano & Katja Črn, 2025. "Assessment of Knowledge Gaps Related to Soil Literacy," Land, MDPI, vol. 14(7), pages 1-31, June.
  • Handle: RePEc:gam:jlands:v:14:y:2025:i:7:p:1372-:d:1690760
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    References listed on IDEAS

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    1. Greg Clark & Josh Russell & Peter Enyeart & Brant Gracia & Aimee Wessel & Inga Jarmoskaite & Damon Polioudakis & Yoel Stuart & Tony Gonzalez & Al MacKrell & Stacia Rodenbusch & Gwendolyn M Stovall & J, 2016. "Science Educational Outreach Programs That Benefit Students and Scientists," PLOS Biology, Public Library of Science, vol. 14(2), pages 1-8, February.
    2. Steffen Andreas Schüle & Lisa Karla Hilz & Stefanie Dreger & Gabriele Bolte, 2019. "Social Inequalities in Environmental Resources of Green and Blue Spaces: A Review of Evidence in the WHO European Region," IJERPH, MDPI, vol. 16(7), pages 1-15, April.
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