Environmental education as defined by Hadjichambis et al. (2019) is effective when it combines knowledge types as well as organizational and management forms, whereas formal, informal and non-formal education are mediators of other types of knowledge and that participants have different perceptual interests and intentions and motivations. This paper focuses on an example of a non-formal environmental education form. It presents and analyses the types of knowledge and the motivations for their use in environmental education in Hungary on the example of school gardens.
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