Plant identification and learning: A digital pedagogy case study from a Sangam University campus in India

Plant identification and the memorization of scientific names and uses remain persistent challenges in botanical education. Traditional classroom teaching and field based instruction often provide limited opportunities for repeated visual reinforcement, resulting in low longterm recall among students. Simultaneously, the general public, despite daily interaction with plants, remains largely unaware of plant identities and their ecological significance. This study presents an education focused case study documenting the development and implementation of a digital plant identification repository using YouTube Shorts on a sangam university campus in India. Short-form videos (15–30 seconds) were created for campus plant species, highlighting common names, scientific names, families, and major uses through visual presentation and concise narration. The Targeted groups included undergraduate and postgraduate students (18–25 years) and members of the general public interested in plants and gardening (25–45 years). Learning outputs were examined using platform analytics and learner feedback rather than controlled experimentation. Initial observations indicate improved engagement, enhanced recall of plant identities, and increased public awareness of plant uses. The study demonstrates that short-form digital repositories can serve as effective supplementary pedagogical tools in botany, supporting experiential learning, accessibility, and community outreach while maintaining academic integrity.