The project Design and Construction of Wooden Elements for a Public Garden aimed to create a functional and inclusive public garden that serves educational, environmental, and social purposes. It also sought to strengthen the culture of volunteering by offering tangible benefits to students, such as additional credit points in vocational subjects, development of critical thinking, and experience in intergenerational communication and project planning.
A total of 14 students participated, supported by 7 mentors from a non-profit organization and a vocational school. The target population included pre-school and early primary school children, their families, and senior citizens. Forty-five individuals were directly involved, with about 100 indirect users of the garden and its resources. Seven partners contributed to the project, including the local municipality, schools, a service company, a mountaineering club, and local businesses that donated materials and provided technical assistance.
The initiative responded to a local need for a shared community space where workshops could take place on gardening, conservation, biodiversity, and the reuse of materials. It also created a place for intergenerational exchange, where traditional gardening knowledge could be passed on to younger generations.
Students collaborated closely with community organizations to plan and document the process, and shared their knowledge with younger children under the guidance of educators. The learning goals focused on developing technical and practical skills relevant to vocational education, improving digital design and construction skills, and strengthening communication, cooperation, and project management. Students took part in all phases of the process—from needs assessment to reflection—learning to apply theoretical knowledge in practice and gaining self-confidence, motivation, and social awareness.
The project effectively integrated learning and service by allowing students to apply their professional skills in a meaningful, real-world context while supporting local development through cross-sector collaboration. It promoted environmental sustainability, intergenerational cooperation, and civic engagement, resulting in the creation of a shared public garden as the main achievement.
Students reported a strong sense of pride and fulfillment, recognizing the real value of their work and feeling more connected and responsible within their community. The garden, designed for long-term use by families, children, and organizations, became a sustainable result that continues to strengthen partnerships and build social capital.
This project stands out for its strong local impact and inclusive, sustainable approach. It demonstrates how vocational learning and community service can come together to empower young people, foster collaboration, and bring lasting benefits to a rural community.