Assessment of Knowledge Gaps Related to Soil Literacy

Roger Roca Vallejo (), Anna Krzywoszynska (), Loukas Katikas, Karen Naciph Mora, Marie Husseini, Sónia Morais Rodrigues, Roos van de Logt, Karen Johnson, Borut Vrščaj, Camilla Ramezzano, Katja Črnec and Almut Ballstaedt
Additional contact information
Roger Roca Vallejo: ICLEI European Secretariat, 79098 Freiburg im Breisgau, Germany
Anna Krzywoszynska: Faculty of Humanities, University of Oulu, 90570 Oulu, Finland
Loukas Katikas: School of Rural, Surveying and Geoinformatics Engineering, National Technical University of Athens, 15780 Zografou, Greece
Karen Naciph Mora: ICLEI European Secretariat, 79098 Freiburg im Breisgau, Germany
Marie Husseini: Lantern Translations, 68240 Kaysersberg-Vignoble, France
Sónia Morais Rodrigues: Centre for Environmental and Marine Studies, Department of Environment and Planning, Universidade de Aveiro, 3810-193 Aveiro, Portugal
Roos van de Logt: Louis Bolk Instituut, 3981 Kosterijland, The Netherlands
Karen Johnson: Department of Engineering, Durham University, Durham DH1 3LE, UK
Borut Vrščaj: Faculty of Environmental Protection, 3320 Velenje, Slovenia
Camilla Ramezzano: Education and Learning Sciences Group, Wageningen University, 6708 Wageningen, The Netherlands
Katja Črnec: Faculty of Environmental Protection, 3320 Velenje, Slovenia
Almut Ballstaedt: ICLEI European Secretariat, 79098 Freiburg im Breisgau, Germany

Land, 2025, vol. 14, issue 7, 1-31

Abstract: Soil literacy, defined as the combination of attitudes, behaviours, and competencies necessary to make informed decisions that promote soil health, is increasingly recognised as a crucial element for sustainable development. This article presents the outcomes of the Soil Literacy Think Tank established under the Soils for Europe (SOLO) project, which aims to identify research and innovation knowledge gaps to strengthen soil literacy in Europe. Drawing on literature reviews, stakeholder engagement, and interdisciplinary dialogue, the paper highlights 18 prioritised knowledge gaps across different topics. These include a lack of integrated pedagogical strategies, limited outreach to specific social groups, and underdeveloped communication methods linking soil knowledge to stewardship actions. The article proposes adaptive and inclusive approaches to soil education that respect multiple knowledge systems and values and emphasises the importance of embedding soil literacy into sustainability agendas and governance processes. By addressing these challenges, the paper contributes to broader efforts supporting the EU Soil Mission and the goals of World Soil Day by promoting public awareness, citizen engagement, and responsible soil care.

Keywords: soil literacy; soil health; soil stewardship; knowledge gaps; EU Soil Mission (search for similar items in EconPapers)
JEL-codes: Q15 Q2 Q24 Q28 Q5 R14 R52 (search for similar items in EconPapers)
Date: 2025
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