The objective was to transform the learning experience of greenhouse automation into an engaging and learner-centred process that supports deep understanding and sustained motivation. A key priority was to design and validate an innovative teaching approach, where complex automation systems are introduced through interactive learning. The aim was to make the subject more accessible and logically understandable for learners, while supporting teachers with a structured and effective framework. The project aimed to ensure that learning is not limited to classroom-based teaching, but can be accessed by students in rural areas, remote locations or with fewer opportunities, through flexible learning solutions. For teachers, the objective was to shift the role of learning materials from being supportive tools, enabling more independent and student-centred learning. For learners, the project aimed to increase interest and motivation towards greenhouse automation, while also developing their autonomy and ability to engage in self-directed learning. Project sought to modernise education practices by combining innovation with pedagogical approaches, ensuring both relevance to the labour market and alignment with digital transformation goals.
The need for this project emerged from a clear and growing challenge in horticulture education. The sector is increasingly shifting towards greenhouse production due to climate change and the need to ensure food security and self-sufficiency. There has been a lack of suitable teaching methods, learning environments, and structured materials for teaching greenhouse automation. This gap has made it difficult for teachers to explain complex systems and for students to develop a clear understanding. The need originated from the labour market and industry, but was most experienced by teachers, who required effective tools to deliver this complex topic in a structured and accessible way. Before the project, it became evident that not only content, but also teaching approaches needed to evolve. Interactive and learner-centred methods proved essential for meaningful learning, moving beyond theoretical knowledge towards deeper understanding and engagement. An Erasmus+ project was essential to address these needs, as similar challenges are shared across countries. International cooperation allowed partners to combine expertise, ensure broader relevance, and strengthen the competitiveness of horticultural education beyond a national context.