Effects of the Customized Plant Education in the Rooftop Garden of Public Rental Housing for Enhancing Sustainable Living of the Elderlies

Article information

J. People Plants Environ. 2024;27(6):685-699
Publication date (electronic) : 2024 December 31
doi : https://doi.org/10.11628/ksppe.2024.27.6.685
1Professor, Department of Undergraduate College, Yonsei University, Seoul 03722, Republic of Korea
2Research Associate, The Institute of SymbioticlifeTECH, Yonsei University, Seoul 03722, Republic of Korea
3Professor, Department of Housing Environmental Design, Jeonbuk National University, Jeonju 54896, Republic of Korea
*Corresponding author: Jaehyun Park, jaehyunpark@yonsei.ac.kr
First authorYeunsook Lee, yeunsooklee@yonsei.ac.kr
Received 2024 August 13; Revised 2024 September 1; Accepted 2024 November 26.

Abstract

Background and objective

This study explores the effects of customized plant education on the sustainable living capacity of elderly residents in public rental housing. The housing in this study is the planned elderly residence with a community rooftop garden as the main community place, and the education program was developed based on the garden.

Methods

Ten residents participated in the education, and the effects were measured through pre- and post-interviews. The site and elder residents’ specific 2 hours education program was developed and conducted once a week for a month.

Results

The recognition of plants improved, which led to an increase in interest in plants and garden. Moreover, the education enhanced social exchanges among residents and promoted the willingness to participation in garden activities.

Conclusion

These results suggested that the plant education can enhance residents’ attachment to the garden, as well as their cognitive, emotional, and social capacities, thereby enabling them to live in the community housing longer.

Introduction

Korea is facing a social crisis driven by significant demographic shifts, most notably the rapid increase in the elderly population. With an elderly poverty rate of 43.4%—the highest among OECD countries (OECD, 2021)—and leading global rates of depression and “lonely deaths” among older adults (OECD, 2023), addressing these urgent issues is essential. Public rental housing designed to support social interaction and sustainable living has emerged as a potential solution. This approach emphasizes the value of community spaces for building social networks, fostering a sense of belonging, and enhancing sustainable living capacity, which are critical to enabling “aging in place.”

Community kitchen gardens provide a cost-effective means to enhance seniors’ holistic well-being by integrating plants into their living environments (Armstrong, 2000). These gardens contribute to the physical, emotional, and social health of elderly residents through active engagement in cultivation, offering spaces for leisure, contemplation, and healing. Additionally, they alleviate economic burdens by supplying nutritious food and improving quality of life, making them valuable infrastructure for vulnerable populations (Ghosh and KL, 2013; Tracey et al., 2023).

In 2021, the Korea Land & Housing Corporation (LH) completed Haesimdang, the first public rental housing complex specifically designed for seniors. This small-scale congregate housing for 21 households includes a rooftop kitchen garden added to the existing concrete rooftop. Haesimdang seeks to foster sustainable living through resident participation in community activities, promoting a sense of attachment to the housing space that was difficult to achieve in conventional public housing. However, for the garden to serve its intended purpose, it is essential to implement resilient, site-specific, and resident-centered programs that support the holistic health, independence, and social integration of elderly residents. To sustain these community gardens with resident involvement, fostering attachment and community cohesion is vital. Providing knowledge and building a sense of community ownership are key to strengthening this attachment (Nartova-Bochaver and Muhortova, 2020). Customized training and a supportive physical environment are necessary to transform these gardens into welfare infrastructure that integrates expertise from multiple disciplines.

This study, therefore, investigates the impact of customized plant education on the sustainable living capacity of elderly residents in public rental housing with a rooftop community garden. This capacity supports independent living across physical, mental, and social dimensions, contributing to a social safety net that can help prevent and manage incidents like lonely death. In this study, sustainable living capacity is defined as the ability to age in place, thus delaying or avoiding the need to move to institutional care. Strengthening this capacity is expected to improve cognition, increase interest in plants, enhance attachment to the garden, and boost resident participation in its upkeep. Ultimately, this program aims to foster a sense of community that helps elderly residents age in place and delays the move to nursing facilities.

Theoretical diagnosis on community gardens for seniors from an environmental behavior perspective

The field theory of Lewin and Barker’s behavior setting theory highlight the multifaceted nature of space. Lewin’s “B = f(PE)” explains that behavior is influenced by the interaction between personal traits and environmental situations (Lewin, 1951, 1975). Barker further emphasized the social environment’s role in shaping behavior, defining space as a complex of behavior and the environment (Barker, 1968). This perspective suggests that an individual’s behavior is better predicted by their social environment rather than environmental and personal traits alone, framing the environment as a “behavior setting” distinct from mere physical space (Lee, 1998; Popov and Chompalov, 2012).

Designing environments involves crafting physical elements, considering human factors, and their interactions. Barker and Gump’s staffing theory states that the number of users affects the environment’s completeness and individual performance. Understaffing, where too few people participate, increases individual pressure and shared responsibility. Maintaining an optimal number of users ensures balanced participation and responsibility, preserving the quality of the environment and individual performance (Lee, 1998; Popov and Chompalov, 2012).

Applying this theory to community gardens in public rental housing for the elderly, these spaces risk becoming understaffed due to the consistent need for participation and the declining capacity of aging residents. Maintaining a community garden requires regular landscaping and activities, but without on-site managers, the burden falls on elderly residents. As residents age, their ability to participate diminishes, leading to understaffing and reduced effectiveness of the garden as a communal space. This, in turn, can lead to social isolation for those excluded from participating fully.

Relying on only a few residents for garden management may create unnecessary power dynamics and conflicts over garden use. Expanding the concept of resident participation beyond physical labor to include interest, encouragement, and regular use can help address this issue. By broadening participation in this way, more residents can connect with the garden, increasing its perceived value within the community. While Barker’s staffing theory focuses on the number of people involved in labor-related activities, this study expands the scope of participation to include observing, enjoying, and supporting the garden. This inclusive approach aims to prevent understaffing, creating a balanced environment that supports sustained engagement from a broader range of residents.

Importance of place attachment and education program as a prescription

To address understaffing in community gardens, it is essential to consider physical, environmental, and psychological aspects when designing these spaces in elderly housing. A convergent approach, moving beyond traditional physical modifications, is necessary to provide sustainable solutions (Moulay et al., 2018). Previous studies emphasize place attachment—a cognitive or emotional bond with a location—as a critical motivator for spending time in a place, socializing, and enhancing one’s environment (Altman and Low, 1992; Manzo and Perkins, 2006).

Moulay et al. (2018) suggest that place attachment can be fostered through participatory place-making from the design stage. As individuals interact with a space, their attachment strengthens, motivating continued participation and further development of the environment. Early initiatives to encourage participation are thus essential for transforming physical spaces into effective behavior settings. In community gardens, however, active participation often requires specific knowledge and cooperation (Ochoa et al., 2019).

According to Ochoa et al. (2019), education in garden maintenance, organic farming, and effective communication is vital to promote active engagement and place attachment. Customized education programs help increase user engagement, build a sense of community, and transform kitchen gardens into sustainable, welfare-enhancing spaces. Particularly for kitchen gardens managed by elderly residents, the concept of staffing should expand beyond direct labor to include those who support and benefit from the garden, thus fostering a comprehensive sense of community. Integrating elderly characteristics into customized education can help sustain participation and extend the garden’s value as a supportive space in an aging society.

Educational programs in gardening for seniors can be designed to meet various needs. For example, with seniors who have declining physical abilities, teaching appropriate tool use and simple tasks helps prevent injuries. Activities like plant cultivation can improve hand dexterity and promote emotional stability (Matsuo et al., 2020). Programs tailored to seniors’ cognitive abilities can also positively impact cognitive functions, with activities in plant growth processes helping to enhance memory and concentration (Blumenfeld et al., 2019). Moreover, such programs significantly foster social interaction among participants, reducing depression and isolation (Chen and Janke, 2021).

Customized education programs for the elderly offer multiple benefits, including improved physical and mental health, social interaction, and enhanced cognitive function. Gardening provides balanced physical activity, reducing fall risks (Belza et al., 2021). Interaction with nature lowers stress and depression, contributing positively to seniors’ mental health (Kaplan and Kaplan, 1989). Community gardens foster social bonds among neighbors, supporting social networks for the elderly (Rappe and Topo, 2007). The process of plant care engages memory and problem-solving skills, offering cognitive stimulation that enhances mental function (Chen et al., 2018).

In Haesimdang’s context, as elderly residents experience increasing physical limitations with age, they face a reduced sense of control over the rooftop garden and an increased risk of social isolation. Particularly as a few residents shoulder the labor-intensive tasks, others may feel hesitant to use the communal space. To address this, a broader definition of participation—extending beyond physical labor to include interest, encouragement, and shared enjoyment— was encouraged. By fostering a sense of involvement and ownership for all residents, the garden remains a valued community space, accessible to everyone.

Research Methods

Overview of study methods

This study was conducted at “Haesimdang”, a public rental housing complex for the elderly in Seoul, Korea. Completed by LH Corporation as a pilot project in 2020, the building features small common spaces on each floor and an elevator to provide easy rooftop access for residents with mobility issues—a feature not feasible in a four-story structure. “Haesimdang” accommodates a total of 21 households, including individuals with disabilities, singles, and couples. A kitchen garden, developed as a central community space for elderly residents, was established on the empty rooftop through collaboration with the local prefecture and volunteers. (Fig. 1). In October 2023, a notice was posted to recruit participants for the education via the residents’ council group chat. The program ran four times in November, from 9 to 11 AM, as decided by a resident representative. The education was provided by a certified instructor with over 20 years of experience in urban agriculture, horticulture, and laughter therapy.

Fig. 1

The rooftop community garden of public rental housing ‘Haesimdang.’

Plant education program customized for residents

A customized plant education program for the elderly can have various impacts on physical, emotional, and social health depending on the type of content. This study categorizes the program into five main types. First, the basic horticultural education program stimulates cognitive interest in the elderly and enables independent gardening activities by teaching plant names and basic cultivation methods (Armstrong, 2000). Second, the psychological and emotional support program focuses on promoting emotional stability and psychological recovery through plant cultivation, with interactions with nature shown to have positive effects on stress reduction and emotional well-being (Kaplan and Kaplan, 1989). Third, the social interaction enhancement program aims to foster bonds and cooperative relationships among residents through activities such as community gardening (Ochoa et al., 2019). Fourth, the cognitive and learning enhancement program aims to improve memory and concentration through observing plant growth processes and learning care methods, positively contributing to cognitive function maintenance in the elderly (Blumenfeld et al., 2019). Lastly, the physical health promotion program assists in maintaining and improving flexibility and muscle strength in the elderly through simple physical activities like watering and soil preparation (Belza et al., 2021).

These five types of programs offer guidance in meeting the various physical, emotional, and social needs of the elderly, maximizing the effectiveness of plant education programs. In particular, this study’s education program is tailored to the situation of elderly residents in Haesimdang, emphasizing non-labor-based activities. It aims to foster emotional stability and attachment by encouraging participants to remember plant names and connect plants with themselves and the garden, while promoting interaction among residents through team activities. This approach is intended to instill a sense of participation and ownership in all residents, allowing the garden to hold significance as a shared community space.

The structure of the plant education program was designed to enhance learning outcomes by fostering awareness of the garden and plants, with each session organized into three main types of activities. First, rapport-building and health promotion activities were included in the early sessions. To establish bonds among participants and increase interest in the program, familiar music was used alongside stretching and simple exercises. These physical activities helped promote emotional stability and physical health in elderly participants, making the program feel comfortable and engaging. Second, observation and interest-enhancing activities were introduced in the middle sessions. To stimulate observation skills and maintain interest, activities such as shadow matching and finding differences in pictures were added, providing visual stimulation. This variety of stimuli encouraged participants to stay engaged and immersed in the program. Third, plant cognition improvement and place attachment activities were incorporated in the later sessions, with activities gradually increasing in cognitive demand. The sessions progressed from simple tasks like coloring plant pictures and remembering names to cognitively stimulating tasks such as plant observation, presenting known plants, and plant quizzes. In the final session, the program focused on specific plants in particular areas of the garden to help participants recognize the connection between plants and the garden space, fostering a sense of attachment to the garden.

Thus, the program was structured with differentiated activities in each session to maximize participation satisfaction and learning effectiveness for the elderly. Through this approach, the elderly participants were able to go beyond simple learning to view the garden as a familiar community space through plants, fostering healthy social bonds. To increase elderly participation in the education program, content that was both necessary and enjoyable was incorporated. Based on previous studies (American Music Therapy Association, 2018; Fong Yan et al., 2024), supplementary activities such as stretching, exercise, recreation, dance, and familiar, stimulating, or memory-enhancing music were included. The final education program focused on building rapport and enhancing plant cognition through various activities, including card games, drawing, and presentations. Additionally, stretching, exercise, and nostalgic music were used to further participation and enjoyment (Table 1).

The plants education schedule and contents

Tools and methods for customized education

The program’s content and methods were carefully designed with consideration of the residents’ past experiences, cognitive abilities, and interests. To facilitate learning, a set of 60 plant cards was developed for the Public Design Pilot Education program (SymbiolivingTECH, 2023). These cards feature plants that are familiar from elementary education, commonly seen in local kitchen gardens, and found in the rooftop garden of the housing. Two plant education experts consulted on the cards’ development to ensure accuracy and relevance.

Each card includes clear images and plant names to aid recognition, presented in both a standard 5 × 7-inch format and an enlarged A4 size to ensure visibility for elderly participants (Fig. 2). This approach aims to support memory retention, promote plant identification skills, and strengthen residents’ connection to their garden environment.

Fig. 2

The plant cards used for education program (SymbiolivingTECH, 2023).

Card games are an effective leisure activity for enhancing cognitive function and promoting social interaction among the elderly, with various studies supporting their benefits. First, card games are simple and accessible for seniors, contributing to cognitive improvement (Kuo et al., 2018). Card games also increase engagement through strategic thinking and immediate feedback, which provides cognitive stimulation, enhancing both memory and attention (Park et al., 2019). Specifically, activities that involve matching or sorting plant names and images strengthen memory and attention. The games create a fun and immersive environment, reducing the pressure associated with traditional learning, and the use of plant illustrations evokes a nature recall effect, promoting emotional comfort and psychological stability (Kaplan and Kaplan, 1989). Second, card games foster social interaction among seniors, helping to build social bonds and strengthen emotional stability and a sense of belonging (Kuo et al., 2018). Group activities help alleviate feelings of isolation and promote emotional well-being (Lee et al., 2018). Through collaborative game-play, seniors can experience a sense of community and belonging (Rappe and Topo, 2007). Additionally, traditional Korean card games like Hwatu are familiar leisure activities for elderly Koreans, positively impacting social interaction and emotional well-being (Kim et al., 2013).

Based on this theoretical foundation, card games stimulate cognitive function and foster social interaction among the elderly. For Korean seniors, in particular, these familiar activities can increase the acceptability of the program.

Study design and methods measuring the effects of plant education

Field experiments were emphasized due to the elderly’s increasing environmental influence and declining functions. Thus, this study was conducted in the participants’ residences, using an experimental design with pre- and post-education measurements. The education was conducted once a week for a month, and the effects were assessed through structured interviews, focusing on four areas: cognitive, emotional, attachment to plants and the garden, and social effects. Cognitive effects were measured using plant recognition memory with a 4-point ordinal scale. Emotional effects included enjoyment, satisfaction, and motivation for further participation. The attachment was assessed by interest in plants and the garden, while social effects were measured by social cooperation, exchanges, and relationships (Table 2). Both quantitative and qualitative questions were used, with graphic emoji Likert scales for ease of response.

The measurement

Analysis method

Cognitive effects were evaluated using frequency and descriptive analyses to examine changes in recognition, while emotional, attachment, and social effects were analyzed through frequency analysis supplemented by qualitative responses for additional context. The integration of quantitative and qualitative methods provided a more objective and comprehensive understanding of the educational program’s impact.

Given the study’s small sample size of 7 participants, a standard paired t-test was not feasible for assessing pre-and post-educational changes. Instead, the Wilcoxon Signed- Rank Test, a non-parametric test suitable for small samples, was used via the SPSS package to evaluate meaningful changes. This test does not require data to follow a normal distribution and is appropriate for analyzing pre- and post-comparisons within the same group, making it ideal for assessing changes in recognition scores in this study. This approach enabled the assessment of statistical significance in recognition score differences, even with the limited sample size.

The adaptable, resilient structure of this program—featuring varied sessions tailored to elderly participants—proved effective in enhancing engagement and learning outcomes by addressing the specific needs of seniors. By considering individual circumstances, this approach fosters increased satisfaction, motivation, and skill development, further underscoring its value in educational settings for the elderly.

Results and Discussion

Information on elderly residents participating in plant education

A total of 10 elderly residents, including partial attendees, all in their 70s or 80s, participated in the plant education program. Despite suffering from chronic diseases, they were able to sustain independent living and thus participate independently in community education. Participants excluded those with disabilities, limited mobility, or those who were working. The group included early residents who had moved in almost three years ago and newer residents who had been there for about a year. Generally, they had a low sense of community because their residence was established through applications from various unspecified vulnerable households, leading to individuals living without a shared background or commonality. These residents had diverse social activity backgrounds and different personal histories. Among the 10 participants, 6 attended all four sessions. Due to unexpected personal reasons, two residents missed one session each, and another two missed two sessions, despite their strong willingness to participate (Table 3).

The residents’ participation for the plant education (N = 10)

Recognition memory

To analyze the cognitive effect of the education, responses from seven residents who participated in both pre-and post-tests were used, excluding one contaminated pretest response. Participants had varying levels of interest and experience in plants, necessitating an assessment of their prior cognition. Pre-test results showed that plant cognition varied widely, with the percentage of plants recognized ranging from 22% to 85%, and the percentage of exact names known ranging from 10% to 42%. Post-education results showed an improvement, with recognition ranging from 35% to 95% and exact names known from 13% to 55%. Residents who attended all sessions showed increased plant recognition, while those who attended fewer sessions had fewer improvements (Fig. 3).

Fig. 3

Residents’ plants cognition pre/post-test results (N = 7).

Wilcoxon signed-rank test results showed that, the p-value is 0.018, indicating a statistically significant change between pre- and post-test responses for “Roughly know the name”. The remaining metrics do not show statistically significant differences, as their p-values are greater than 0.05 (Table 4). Although only one of the four indicators, the “Roughly know the name,” showed a statistically significant result at the 0.05 level, this serves as important evidence supporting the effectiveness of plant education. For elderly individuals experiencing memory decline due to aging, it is challenging to remember the exact names of all plants. However, the increase in the number of plants whose rough names they can recall is also meaningful, as it demonstrates an improvement in their ability to recognize and remember plants through education.

Residents’ plants cognition Wilcoxon signed-rank test results (N = 7)

Descriptive analysis of changes in the number of plants recognized at various levels of intensity showed that, while the number of plants participants did not know was decreased (pre-education: M = 29.43, SD = 15.15; post-education: M = 18.71, SD = 13.74), the number of plants recognized to some extent was increased (know the plant but not the name: pre-education M = 12.57, SD = 7.32, post-education M = 13.00, SD = 8.76; roughly know the name: pre-education M = 4.43, SD = 2.94, post-education M = 10.57, SD = 5.62; know the exact name: pre-education M = 13.57, SD = 7.68, post-education M = 17.71, SD = 8.79) (Fig. 4).

Fig. 4

Elder participants’ changes in each recognition level (N = 7).

Lastly, recognition memory and perceived recognition confidence were both increased after the plant education (recognition memory: pre-education M = 30.57, SD = 15.15, post-education M = 41.29, SD = 13.74; perceived recognition confidence: pre-education M = 62.14, SD = 30.94, post-education M = 87.29, SD = 31.31) (Fig. 5).

Fig. 5

Changes in recognition memory and perceived confidence (N = 7).

Level of satisfaction regarding plant education

Among the 10 participants, 7 reported that they very much enjoyed the program, 1 enjoyed it, and 2 were neutral. In terms of satisfaction, five were very satisfied, three were satisfied, and two were neutral. These results indicate that the education program successfully elicited positive emotions. Regarding the willingness to participate in future activities, the responses were largely positive, with five participants definitely willing and three probably willing. However, when it came to studying independently, the responses were more passive: three were definitely willing, three were probably willing, three were possibly willing, and one was definitely not willing. When asked about attending similar classes at a different location, the responses were relatively negative, likely due to restricted mobility: one was definitely willing, two probably willing, three possibly willing, one possibly not willing, and three definitely not willing (Table 5).

The enjoyment, satisfaction, and motivation of the residents (N = 10)

Overall, the participants enjoyed the program and were quite satisfied. The slightly lower satisfaction level compared to enjoyment might be due to cognitive learning performance influencing their feelings. High levels of enjoyment and satisfaction are linked to a willingness to participate, suggesting the need for continued educational services. The negative responses to attending classes elsewhere underscore the importance of offering programs close to their residences.

Level of interest in plants and gardens

Among the 10 participants, 3 reported a definite change in their perception of plants in the kitchen garden, 5 reported a probable change, and 2 reported a possible change. Regarding increased interest in plants, four reported a definite increase, five a probable increase, and one a possible increase. Overall, participants indicated that their cognition and interest in plants increased above average. In qualitative answers, positive changes in plant cognition and interest were also evident, with one participant stating, “It was fascinating, and I began to like them as I got to know them better. I became interested and looked at them over and over.” Participants mentioned characteristics and fruit trees as reasons for their interest, saying, “I like it because it has a pretty name, and it is the first time that I saw it.”

Regarding changes in garden cognition and interest, participants responded even more positively. Seven reported a definite change in their perception of the kitchen garden, one probably changed, and two possibly changed. For the level of increased interest in the kitchen garden, eight reported a definite increase, one a probable increase, and one a possible increase. Improved cognition of and interest in gardens were also expressed more clearly in qualitative answers, with comments like, “I can see different things every season,” and “It rejuvenates me.”

On the one hand, in qualitative answers participants highlighted experiences such as “Getting to know them,” “Seeing, touching, and picking them directly,” and the ease of access. Similarly, in terms of the frequency of garden visitation in quantitative answers, seven participants answered they definitely visit the garden more frequently and two probably visit more often, although one who has interpersonal conflict in the residence does not visit more frequently. Consequently, the frequency of garden visits was increased as residents integrated these visits into their daily lives for contemplation and other activities. These results suggest a significant positive impact of the plant education program on residents’ cognition and interest in the garden, and moreover, their engagement with the garden (Table 6).

The subject-related interest of the residents (N = 10)

Social relations and social health

Regarding the willingness to participate in managing the garden, three residents were definitely willing, three probably willing, and two possibly willing, while two with poor health were definitely not willing. In qualitative answers, the willingness to participate in garden management was also high among healthier residents, though some were concerned about the physical labor involved. One participant expressed, “I can water the plants and remove the grass,” while another said, “I really want to, but I can’t due to poor health.”

For changes in the frequency of resident exchanges, three reported definite changes, one probably changed, and five possibly changed, though one with interpersonal conflict in the residence reported no change. Similarly, regarding changes in resident relationships, two reported definite positive changes, four probably changed, and three possibly changed, with one person experiencing interpersonal conflict reporting no change. When comparing relationships with participants to non-participants, five residents felt probably closer to participants, three felt possibly closer, one felt probably not closer, and one with interpersonal conflict felt definitely not closer. While social cooperation, exchange, and relationships did not significantly change according to the qualitative answers, qualitative answers showed that the relationships were generally positive. Residents noted seeing each other more often and forming stronger bonds, with comments like, “We are getting to know each other better and have a stronger relationship.” Also, interactions among program participants were more frequent compared to non-participants, highlighting the program’s role in fostering connections.

Moreover, the willingness for future resident exchange was notably high. Specifically, four residents were definitely willing to exchange, four probably willing, and two, including one with interpersonal conflict, were possibly willing (Table 7). These results indicate that most residents reported improved sociability and a desire to promote friendships with neighbors. In qualitative answers residents also expressed a strong desire to continue socializing, with comments such as, “Anytime is okay with me,” and “I want to hang out with them.” Despite one resident reporting conflicts, the plant education program positively impacted the social health of the community.

The social capital of the residents (N = 10)

This study applied a plant education program to address complex issues in public rental housing, focusing on the relationships and community dynamics among elderly residents. Using a participatory field research approach, we observed, recorded, and conducted individual interviews to capture events influencing the educational process. Despite challenges in engaging elderly participants due to health conditions and limited preparation for post-retirement life, the study provides preliminary evidence of the potential benefits of customized programs tailored to elderly residents’ specific circumstances.

The plant education program brought enjoyment and satisfaction to participants, with statistically significant improvements in certain aspects of plant recognition (p < .05), indicating increased awareness and motivation for garden participation. While some residents faced physical challenges in managing the rooftop garden, the program enhanced familiarity and social bonds. These improvements in social participation and community interaction are encouraging, though further research is necessary to confirm them. Residents expressed a willingness to continue interacting, suggesting potential long-term social benefits, though these effects remain hypothetical and require ongoing research for validation.

Cognitive improvements, particularly in plant recognition and confidence, were also observed, aligning with prior research findings. However, as statistically significant gains in recalling exact plant names were not achieved (p > 0. 05), the cognitive benefits in this study remain exploratory and warrant further investigation. Field observations revealed how participants’ background experiences shaped their responses; for instance, Participant B’s passive response to questions on social capital was linked to unresolved conflicts, highlighting the importance of addressing interpersonal dynamics within such programs. This finding emphasizes the need for tailored approaches that consider participants’ prior relational issues.

While the increase in exact plant name recall was not statistically significant, overall improvements in memory and recognition suggest the program’s effectiveness in aiding cognitive engagement. This achievement is notable given participants’ age and memory decline, underscoring the need for active programs that address age-related memory issues. Familiarity with plants also fostered interest in gardening, promoting place attachment and community engagement. This sense of place attachment and community spirit is essential for enhancing elderly residents’ quality of life. Results aligned with previous studies, which indicate that garden programs positively influence social interaction and community sense (Relf, 1998; Park and Lee, 2012; Lee et al., 2022).

Conclusion

Conclusion and uniqueness

This study presents preliminary findings on the potential impact of plant education programs on the cognitive and social well-being of elderly residents in public rental housing. While the program showed positive trends in enhancing residents’ cognitive abilities and social engagement, the results are exploratory. The scope of the program’s effects is limited by the small sample size and the specific context of the housing model. Consequently, the outcomes should be viewed as indicative rather than conclusive. This study has significant academic implications. Firstly, it expands the behavior setting theory of environmental psychology by specifying multifaceted surrounding environments into hardware, contentware, and humanware, proposing their combination as a problem-solving approach. Secondly, it addresses the quality change in the participation capacity for sustainable living, proving Barker’s staffing theory. By extending the scope of participation to include light, non-burdensome activities, it enhanced maintenance and operation. Thirdly, the study highlights the importance of social capital as a key resource in solving problems, suggesting that combining hardware, contentware, and humanware is essential for responding to the super-aged and longevity society’s challenges.

This study provides several suggestions for developing public rental housing for the increasing senior population. Recognizing the true value of public rental housing as a public asset, the study emphasizes the importance of investment. It advocates for understanding residents’ lives and using social capital efficiently within limited resources, rather than focusing solely on construction quality. A basic capacity-building program is needed to implement these operational principles effectively. Additionally, promoting changes in the housing supply paradigm by integrating hardware, contentware, and humanware can form the basis of a new housing welfare model.

The plant education program demonstrated some potential to increase place attachment and community spirit, but the long-term effects and broader applicability remain to be seen. Therefore, future research should address these limitations, including expanding the sample size and ensuring greater diversity in participants. Additionally, exploring different types of educational programs may provide more robust insights into their respective impacts on elderly well-being and community dynamics. This study focuses on a unique experimental housing model, which limits the number of residents able to participate in the education program. While the study is centered on qualitative analysis and faces numerical limitations, it incorporates statistical validation from a complementary perspective. The findings of this exploratory study are anticipated to serve as a benchmark for future research.

This study is unique in focusing on how a customized plant education program in the rooftop garden of public rental housing for seniors can enhance the sustainable living capacity of elderly residents. It seeks sustainable living solutions to address the rapid aging of Korea’s population and the high poverty rate among the elderly, integrating environmental psychology and practical application through Lewin’s field theory and Barker’s behavior setting theory. This theoretical approach suggests that the program can positively contribute to reducing social isolation and fostering community attachment among the elderly. Additionally, the program’s implementation stages were meticulously described, enhancing reproducibility, and the combination of quantitative and qualitative analyses provided a multifaceted assessment of physical, cognitive, and social impacts.

Limitations and recommendations for future research

This study presents preliminary and exploratory findings that the plant education program within a garden setting positively influences social interactions and community spirit among the elderly. However, due to the small sample size and the specific environment, the generalizability of the results is limited. Therefore, the findings should be interpreted as initial observations specific to the plant education program. Additionally, garden programs may encompass various types of educational activities, and future studies should include comparative analyses that consider these diverse types.

The study has limitations due to its small sample size of 10 participants, which restricts the generalizability of the findings. Future studies should involve a more diverse participant group to enhance the reliability of the conclusions. Additionally, since this study focuses on short-term effects, follow-up research is needed to evaluate the long-term impact on well-being. A more detailed analysis of cognitive, emotional, and social effects—including specific factors such as memory, problem-solving ability, and social belonging— is recommended. Further exploratory research on applying this program to various elderly housing environments is also suggested.

Notes

This research was supported by the National Research Foundation of Korea (NRF) grant funded by the Korea government (MSIT) (No.2020R1A2C2014750).

This research was supported by Basic Science Research Program through the National Research Foundation of Korea (NRF) funded by the Korea government (MOE) (No.2021R1A6A3A01086478).

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Article information Continued

Fig. 1

The rooftop community garden of public rental housing ‘Haesimdang.’

Fig. 3

Residents’ plants cognition pre/post-test results (N = 7).

Fig. 4

Elder participants’ changes in each recognition level (N = 7).

Fig. 5

Changes in recognition memory and perceived confidence (N = 7).

Table 1

The plants education schedule and contents

Date Game/activity Activity description/summary
Nov. 2 (Thu)
  • - Recent updates

  • - Stretching/exercise

  • - Coloring plants

  • - Shadow matching images

  1. 1. Sharing updates with others (15 mins)

  2. 2. Stretching/exercise-hand exercise for joints (10 mins)

  3. 3. Stretching/exercise, drinking coffee senna tea-blood circulation (5 mins)

  4. 4. Stretching/exercise with and without music (11 mins)

  5. 5. Sharing updates while eating snacks (20 mins)

  6. 6. Coloring the flower of your nickname (25–30 mins)

  7. 7. Matching silhouette images (individual activity for 2 mins)

Nov. 9 (Fri)
  • - Stretching/exercise

  • - Shadow matching images

  • - Remembering plant names

  • - Observing plants

  • - Coloring plants

  • - Memorizing plant names

  1. 1. Stretching/exercise with music (20 mins)

  2. 2. Matching silhouette images (5 mins)

  3. 3. Remembering flower names (20 mins)

  4. 4. Observing flowers while walking in the garden (15 mins)

  5. 5. Coloring flowers and memorizing their names (30 mins)

  6. 6. Speak and write the flower name in your nickname 5 times (10 mins)

  7. 7. Sing a song to wrap up the session (5 mins)

Nov. 16 (Thu)
  • - Stretching/exercise

  • - Finding plant names

  • - Memorizing plant names

  • - Pop quiz on plants

  1. 1. Finding flower names that you know among plant cards (10 mins)

  2. 2. Stretching/exercise with music (5 mins)

  3. 3. Finding flower names that you know (5 mins)

  4. 4. Tell and count the flower names that you know (10 mins)

  5. 5. Write down and memorize the flower names that you know (10 mins)

  6. 6. Find flower names that fit to the description of instructor (20 mins)

  7. 7. Break-listening music with snack due to rain and cold weather (15 mins)

  8. 8. Listen to and sing along songs (5 mins)

  9. 9. Wrapping up, prepare meals and eat together (~)

Nov. 23 (Thu)
  • - Stretching/exercise

  • - Remembering plant names

  • - Spotting the difference

  • - Finding plant names

  • - Give a presentation on plants that you know

  1. 1. Singing with hand clapping (3 mins)

  2. 2. Stretching/exercise with music (3 mins)

  3. 3. Memorizing flower names with pictures (5 mins)

  4. 4. Spotting the difference (10 mins)

  5. 5. Playing rock, paper, scissors while mimicking a snail-hand play

  6. 6. Finding flowers that you know in the garden (25 mins)

  7. 7. Write down the flower names that you know (7 mins)

  8. 8. Playing rock, paper, scissors with mouth before deciding order (5 mins)

  9. 9. Writing a 3-line acrostic poem with nickname by taking turns (20 mins)

  10. 10. Giving a presentation on writing flower names in a pre-determined order (15 mins)

  11. 11. Singing and dancing to wrap up (3 mins)

*

Underlined texts indicate core activities related to plants.

Table 2

The measurement

Stage Variables Questions
Pre Recognition 1. Measuring participants’ memory of plants (60 species)
Post Enjoyment/Satisfaction and Motivation
  1. 1. Plant nickname and reason for selection

  2. 2. Types of activities participated

  3. 3. Level of enjoyment in general

  4. 4. Level of satisfaction in general

  5. 5. Type of activities preferred

  6. 6. Willingness to participate in future plant education in Haesimdang

  7. 7. Willingness to do self-study about plants and gardening

  8. 8. Willingness to participate in similar activities held in another place

Subject-related interest
  1. 1. Changes in perception of plant in the kitchen garden

  2. 2. Level of increased interest in plants in the kitchen garden

  3. 3. Plants of interest and reasons

  4. 4. Changes in perception of the kitchen garden

  5. 5. Level of increased interest in the kitchen garden

  6. 6. Changes in frequency of garden visitation

Social capital
  1. 1. Willingness to participate in managing garden and activities to do

  2. 2. Changes in frequency of resident exchange

  3. 3. Changes in resident relationship

  4. 4. Comparison relationship with participants to non-participants

  5. 5. Willingness of future resident exchange

Recognition and Knowledge
  1. 1. Measuring participants’ memory of plans (60 species)

  2. 2. Comments on the kitchen garden and plants

*

Underlined texts indicate the core questions of analysis

Table 3

The residents’ participation for the plant education (N = 10)

No. Resident(age) Prior interview 1st session 2nd session 3rd session 4th session Post interview
1 A(88) O O O O O O
2 B(86) O O O O O O
3 C(83) O O O O O O
4 D(75) O O O O O O
5 E(85) O O O O O O
6 F(75) O O O O O O
7 G(88) O O O - O O
8 H(76) O O O - - O
9 I(74) - - O O O O
10 J(87) - - - O O O
*

'O’: Attended ; '-' : Absent

Table 4

Residents’ plants cognition Wilcoxon signed-rank test results (N = 7)

Question Mean W P
Don’t know the plant Pre-Test 29.43 −1.782n.s 0.075
Post-Test 18.71

Don’t know name but know the plant Pre-Test 12.57 0.000n.s. 1.000
Post-Test 13.00

Roughly know the name Pre-Test 4.43 −2.371* 0.018
Post-Test 10.57

Know the exact name Pre-Test 13.57 −1.524n.s. 0.128
Post-Test 17.71
*

p < .05,

**

p < .01,

***

p < .001,

n.s

not significant

Table 5

The enjoyment, satisfaction, and motivation of the residents (N = 10)

Theme A B C D E F G H I J
Level of enjoyment in general 4 5 5 5 3 5 5 3 5 5
Level of satisfaction in general 4 5 5 5 3 5 3 4 4 5
Willingness to participate in future plant education in Haesimdang 3 5 5 5 3 5 5 4 4 4
Willingness to do self-study about plants and gardening 1 3 5 3 4 5 3 4 4 5
Willingness to participate in similar activities held in another place 1 3 1 4 2 1 3 5 3 4
*

5-point Likert scale (5: strongly agree - 1: strongly disagree)

Table 6

The subject-related interest of the residents (N = 10)

Theme A B C D E F G H I J
Changes in perception of plant in the kitchen garden 5 3 4 4 5 4 3 4 4 5
Level of increased interest in plants in the kitchen garden 5 3 5 4 5 4 4 4 4 5
Changes in perception of the kitchen garden 4 3 5 3 5 5 5 5 5 5
Level of increased interest in the kitchen garden 4 3 5 5 5 5 5 5 5 5
Changes in frequency of garden visitation 4 1 5 5 5 5 5 5 4 5
*

5-point Likert scale (5: strongly agree ~-1: strongly disagree)

Table 7

The social capital of the residents (N = 10)

Theme A B C D E F G H I J
Willingness to participate in managing garden 3 1 4 5 1 5 3 5 4 4
Changes in frequency of resident exchange 3 1 3 5 3 5 3 5 3 4
Changes in resident relationship 3 1 5 4 3 5 3 4 4 4
Comparison relationship with participants to non-participants 4 1 2 4 3 4 3 3 4 4
Willingness of future resident exchange 5 3 4 5 5 5 3 4 4 4
*

5-point Likert scale (5: strongly agree - 1: strongly disagree)