RESEARCH

Changes in Horticultural Therapy Education in Japan: Possibility of Recurrent Education after Covid-19

The study found that university-based horticultural therapy programs in Japan declined due to high costs and limited job prospects, but adult learners showed greater potential for success in the field. The authors recommend shifting to a recurrent education model and taking advantage of increased public interest in nature after COVID-19 to support the future of horticultural therapy.

Program Types: Vocational

Population Groups: Students

Setting or Context: Schools/Educational Settings

Health and Wellness Outcomes: Greater Job Readiness & Vocational Skills

Allied Profession Intersections: Education

Type of Activity: Vocational Skill Development

Evidence Type: Meta-Analyses/Systematic Reviews

Measurement and Evaluation: Standardized Assessment Tools, Program Effectiveness

Access: Paid

Print Form

Summary

This paper outlines the history and current challenges of horticultural therapy education in Japan. It explains how the field grew rapidly between 1990 and 2010, with the launch of many educational programs and the establishment of professional associations. However, over time, university-based programs started to close because of high costs, complex training requirements, and difficulties in securing jobs for graduates. Horticultural therapy involves both classroom and fieldwork training, which made it difficult for universities to manage. It also became clear that young undergraduate students may not yet have the life experience or dedication needed for this deeply interpersonal profession.

The authors suggest that horticultural therapy education may be better suited for adults who return to school after gaining work experience—what’s called “recurrent education.” This approach could attract professionals from fields like healthcare, social work, and education who want to add therapeutic horticulture to their skillset. The COVID-19 pandemic, while disruptive, opened opportunities for online learning and increased public interest in nature and gardening. The authors believe this is the perfect time to rethink how horticultural therapy is taught and valued in Japan, especially by making it more accessible and giving it the professional recognition it deserves.

Link

Asano, F., & Miyake, M. (2021). Changes in horticultural therapy education in Japan: Possibility of recurrent education after COVID-19. Acta Hortic, 1330, 227–234. https://doi.org/10.17660/ActaHortic.2021.1330.27

Other Recommended Research

‘The nourishing soil of the soul’: The role of horticultural therapy in promoting well-being in community-dwelling people with dementia

Gardening can help people with dementia feel more active, connected, and less lonely by improving their physical and mental well-being. The article highlights the need for more accessible gardening programs in the community to support social engagement and a better quality of life.

“Connecting people and the earth”: the occupational experience of people with different capabilities participating in an inclusive horticultural social enterprise

This thesis examines how a gardening-based social enterprise helps people of all abilities by providing meaningful work, social connections, and a sense of belonging. While it highlights the benefits of inclusion and community participation, it also points out challenges like funding and governance that need to be addressed for long-term success.

‘Into the Wild’: A meta-synthesis of talking therapy in natural outdoor spaces

This Meta-synthesis highlights the benefits of holding therapy sessions in nature, which can reduce stress, improve mood, and enhance emotional well-being. While outdoor therapy offers unique advantages, such as greater openness and connection with nature, it also requires careful consideration of client suitability and professional training.