Playponics in India—local hydroponics playground gardens utilising kinaesthetic learning to promote global sustainable practices

This research and development project set out to investigate possible means by which future populations might have or build closer links with environmental issues. The work has integrated the diverse fields of sustainability and STEM education, global products and local production. It aims to bring these aspects together in holistically considered learning environments where these elements can coexist in engaging ways. This paper highlights the intended benefits to students of engagement in these systems such as cognitive development through practical or ‘kinaesthetic’ learning. The outcomes intent is that students who take part also learn how to implement basic mechanical knowledge that, according to school curriculums, are currently part of textbook education alone, “…most Indian classrooms remain dominated by rote-learning” [Brinkmann S (2015) Learner-centred education reforms in India: The missing piece of teachers’ beliefs]. Our intended forms of learning aim to impart a spirit of innovation and experimentation, whilst being surrounded by elements of nature. In this work we explore how we learn about and ‘instil’ senses of responsibility and empathy, community and co-operation in future populations towards greater environmental sustainability. We report and discuss various strands of the research to date including methods to identify and develop the concept. We conclude that evidence to date strongly indicates high levels of acceptance of this approach and report on our progress, findings, and our anticipated next steps. This project is being funded through Global Challenge Research Fund (GCRF) and the Research England, Expanding Excellence England (E3). The work is collaboration between Designers from Lab4Living at Sheffield Hallam University in the UK, businesses in Delhi, and has been delivered jointly by Playponics design research teams in the UK and India.