Reimagining Plant Taxonomy Education Through Campus-Based Experiential Learning

Abstract

Plant taxonomy is a fundamental discipline in biological sciences, yet it is often perceived by students as abstract, complex, and disconnected from real-world application. In recent years, experiential learning strategies have gained prominence as effective approaches to enhance engagement and understanding in science education. Among these strategies, campus tours conducted as on-site field studies represent a highly accessible, cost-effective, and impactful pedagogical tool. This review article examines the role of campus tours in plant taxonomy education, with particular emphasis on program planning and initial arrangements, conduct of the program, post-program evaluation, pedagogical understanding, community benefits, conservation awareness, and innovation. The review further analyzes the complementary roles of institutional management, faculty members, and students in ensuring the success of such initiatives. Drawing upon existing literature and case-based evidence from higher education contexts, the article highlights how campus-based field studies not only improve conceptual clarity and student enthusiasm but also foster environmental stewardship and community engagement. The review concludes by proposing an integrated framework for implementing campus tours as a sustainable educational practice that aligns academic objectives with institutional greening and biodiversity conservation goals.