Ilustration by AI
Turning Idle Campus Land into Green Learning Spaces Through Mini Agroforestry
A campus greening initiative led by Hujemiati and colleagues from STIP Yapi Bone, STAI Al Ghazali Bone, and Universitas Sipatokkong Mambo demonstrates how unused campus land can become a productive environmental and educational asset. Published in the Indonesian Journal of Society Development (IJSD) in 2026, the project transformed approximately 400 square meters of idle land into a mini agroforestry site, achieving a 93 percent plant survival rate while actively engaging students in hands-on environmental learning. The findings highlight a practical model that educational institutions can replicate to strengthen sustainability and experiential education.
Universities increasingly face pressure to contribute to environmental sustainability while also preparing students with practical skills. Green campus initiatives are often discussed in policy and academic circles, yet many institutions still leave portions of campus land unused. The team behind this project viewed those neglected spaces not as limitations but as opportunities to create living laboratories that connect environmental stewardship with real-world learning.
The initiative, titled Campus Greening Movement through the Utilization of Idle Land for Mini Agroforestry, was implemented at STIP Yapi Bone over a three-month period from February to April 2025. Rather than relying on expensive infrastructure, the program used collaborative planting, ongoing maintenance, and direct student participation to create measurable environmental outcomes.
Why Mini Agroforestry Matters for Campuses
Mini agroforestry combines environmental and productive functions in a limited space. Instead of planting ornamental vegetation alone, the approach integrates useful tree species that can potentially provide future benefits while improving ecological conditions.
According to the authors, the program generated value in three interconnected areas:
- Ecological impact by increasing green cover, improving air quality, and creating a more comfortable learning environment.
- Educational impact by giving students direct experience with agroforestry practices and ecological awareness.
- Socio-economic impact by creating future opportunities to utilize productive crops generated on campus.
This combination made the project more than a landscaping effort—it became a model of campus-based community engagement.
How the Project Was Carried Out
The implementation involved 40 students, 5 lecturers, and 3 campus staff members. Students were divided into two operational groups:
- Land preparation and tree planting
- Maintenance and monitoring
Activities were conducted weekly and included clearing the land, preparing planting areas, planting trees, receiving technical guidance from lecturers, and monitoring plant growth over time. Students also learned practical techniques such as watering schedules, fertilization, and growth documentation.
The planting plan focused on productive tree species:
- 20 mango trees
- 15 guava trees
- 10 bay leaf trees
- 5 soursop trees
Growth monitoring was conducted regularly using simple indicators including plant height, number of leaves, and survival rates, followed by monthly evaluations.
Strong Survival Rates and High Student Participation
After three months, the results showed that small-scale environmental interventions can produce substantial outcomes.
The project recorded:
- 50 productive trees planted
- 93% average plant survival
- 90% student attendance throughout the program
Performance varied slightly among species:
- Mango recorded a 95% survival rate, with dense foliage and visible new shoots.
- Guava achieved 92%, with several plants beginning to flower and produce small fruit.
- Bay leaf trees reached 94% and showed healthy leaf growth.
- Soursop reached 90%, although requiring more intensive care.
Beyond physical outcomes, the project strengthened student engagement in observation and data recording, introducing participants to basic research practices while building environmental responsibility.
Environmental Education Beyond the Classroom
One of the strongest insights from the project is that sustainability education becomes more effective when students participate directly in environmental action.
The authors from STIP Yapi Bone and partner institutions argue that the high survival rate reflects appropriate species selection for local soil and climate conditions, while active student involvement increased ecological awareness and encouraged a stronger sense of ownership over the campus environment.
The team also identified a challenge that many greening initiatives face: maintaining continuity after planting activities end. Their proposed solution is a structured student maintenance schedule, especially during dry periods, to ensure long-term plant survival.
The project created additional opportunities for future work, including plant growth studies, soil quality analysis, and exploration of how agroforestry products may support academic communities. In this way, the campus environment becomes both a green space and a functional learning ecosystem.
As the authors ethically conclude, the experience at STIP Yapi Bone shows that even limited land can generate ecological, educational, and socio-economic benefits when supported by active participation and sustained care.
Author Profile
Hujemiati — Corresponding author and academic affiliated with STIP Yapi Bone, working in community-based educational development and environmental initiatives.
Co-authors include:
Murni Djabar (STIP Yapi Bone); Andi Fentyrina (STAI Al Ghazali Bone); Muh. Tamrin (STAI Al Ghazali Bone); Fajrin (STAI Al Ghazali Bone); Mardi (STAI Al Ghazali Bone); Yusri L. (STAI Al Ghazali Bone); and Jumardi (Universitas Sipatokkong Mambo).
Source
DOI: https://doi.org/10.55927/ijsd.v5i2.23
URL : https://journalijsd.my.id/index.php/ijsd/index
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