Based on the research objectives and findings, the following recommendations are proposed: 1. Biology teachers should adopt the Think–Pair–Share instructional strategy in teaching Ecological Concepts,

The gap

Consensus across the literature

Supporting evidence — 3 representative gaps

• Role of Artificial Intelligence in Teaching Botany: Transforming Plant Science Education (2026) · doi

  Integrating AI into botany teaching allows for hands-on, data-driven learning through virtual plant identification, modeling ecological changes, and analyzing high-throughput phenotyping data. It transforms traditional field and laboratory work into interactive, student-centered learning experiences. To ensure successful implementation of AI in botany education, the following measures are recommended: 1. Provide digital infrastructure in educational institutions. 2. Organize teacher training programs on AI technologies. 3. Develop affordable AI educational tools. 4. Encourage blended learning approaches. 5. Ensure ethical use and data privacy. 6. Promote collaboration between educators, researchers, and technology developers. Conclusion. Artificial Intelligence has immense potential to transform botany education by making learning more interactive, personalized, and research-oriented. AI technologies such as intelligent tutoring systems, virtual laboratories, image recognition, and adaptive learning platforms significantly enhance both theoretical and practical understanding of botanical sciences. Although challenges related to infrastructure, training, and ethics remain, strategic implementation can maximize the educational benefits of AI. The integration of AI into botany teaching not only improves learning outcomes but also prepares students for future scientific and technological advancements. Therefore, educational institutions should adopt AI-driven approaches to modernize botanical education and promote innovative learning experiences.

  Keywords: learning botany educational education teaching driven virtual interactive experiences ensure implementation infrastructure institutions training technologies
• Enhancing Students’ Interest and Academic Achievement in Ecological Concepts through Think–Pair–Share Strategy (2026) · doi

  Based on the research objectives and findings, the following recommendations are proposed: 1. Biology teachers should adopt the Think–Pair–Share instructional strategy in teaching Ecological Concepts, as evidence shows it significantly enhances both students’ interest and academic achievement compared to conventional methods. 2. Educational authorities and curriculum planners in the Federal Capital Territory (FCT) should integrate cooperative learning strategies such as TPS into the Biology curriculum guidelines to promote learner-centered classroom practices. 3. Teacher training institutions and professional development programs should organize workshops and in-service training to equip teachers with practical skills for effectively implementing TPS in science classrooms. 85 International Journal of Research in Education and Sustainable Development | ISSN: 2782-7666 Vol. 6, Issue 2 (2026) | www.ijaar.org/ijresd 4. School administrators should encourage collaborative classroom environments by providing adequate instructional time, flexible seating arrangements, and supportive supervision that facilitate pair and group interactions. 5. Further research should be conducted across other science topics and educational levels to validate the generalizability of TPS in improving students’ interest and achievement beyond Ecological Concepts in secondary school Biology.

  Keywords: biology teachers pair instructional ecological concepts students interest achievement educational curriculum classroom training development science
• Learning to See Plants: Overcoming Future Teachers’ Plant Blindness Through Outdoor Educational Activities (2026) · doi

  Educational programs should be designed to combine outdoor experiential learning with meaningful digital integration, offering varied entry points for engagement and reflection. Such an approach can increase student motivation, improve plant recognition skills, and foster deeper ecological understanding. It is important for future biology educators to understand and appreciate the importance of plants, which are crucial for environmental health, biodiversity, and the continuity of human life. This understanding is essential for instilling the same perspective in future generations when they become teachers. In this context, botany courses should not be limited to a single semester or grade level in teacher training programs, but rather integrated progressively across multiple stages of the curriculum. This could be achieved by embedding plant-related content into general biology courses in the early years, followed by dedicated outdoor-oriented botany modules in later semesters. Such integration can be aligned with national curriculum standards through interdisciplinary planning and collaboration between field experts and curriculum developers. Moreover, it is essential that these botany courses are not confined to classrooms but are conducted in natural settings through experiential and inquiry-based learning. Outdoor environments enable students to engage with plants in their ecological context, thereby fostering deeper awareness and appreciation. To eliminate plant blindness and increase plant awareness, varied, rich-content activities targeting both attitudes and cognitive development should be embedded into botany courses. Future studies could investigate the effectiveness of outdoor plant observation activities on students with different learning styles or cognitive profiles. Additionally, while this study focused on herbaceous plants, further research could examine awareness and attitudes toward other plant groups, such as trees, shrubs, or aquatic plants. It would also be valuable to explore how digital tools or gamified systems might enhance students’ interaction with plant species in open-air settings. 201 MİLLÎ EĞİTİM ● Cilt: 55 ● Kış/2026 ● Sayı: 249, (177-214)Giriş Genişletilmiş Özet Bitkiler, insanlık için hayati öneme sahiptir. Tarımsal bitkiler, temel gıda kaynaklarımızı oluştururken; baharatlar, içecekler ve endüstriyel ürünler gibi çeşitli alanlarda da kullanılmaktadır. Bununla birlikte sanayileşme, kentleşme, tarımsal uygulamalar, iklim değişiklikleri ve habitat kaybı gibi insan faaliyetleri biyolojik çeşitliliği tehdit etmektedir. Bu tehditlerin yalnızca hayvanlar üzerinde değil, bitkiler üzerinde de büyük etkileri bulunmaktadır. Ancak bitkiler genellikle göz ardı edilmekte, çevresel sorunlar bağlamında

  Keywords: plant outdoor plants botany courses bitkiler learning future curriculum students awareness programs experiential digital integration