Many students learn about climate change and sustainability in theory, yet rarely experience how natural systems actually work. This gap between knowledge and action often leads to eco-anxiety rather than agency. At the same time, our material culture—especially plastics and linear production systems—disconnects young people from the life cycles of the products they use every day.
We created MycoCampus Schools to turn sustainability education into a living, hands-on experience. Instead of only discussing circular economy concepts, students grow biodegradable mycelium plant pots, cultivate herbs or pumpkins, and return the entire system back to the soil. By experiencing growth, use, decomposition, and regeneration firsthand, learners understand ecological cycles not as abstract ideas, but as tangible processes they can influence.
Our goal is to reconnect education with living systems. We believe that when students grow materials and food themselves, they develop systems thinking, climate literacy, and confidence in their ability to shape regenerative futures. MycoCampus Schools was created to transform awareness into action and to replace passive learning about planetary crises with practical experience in planetary stewardship.
In practice, MycoCampus Schools runs as a structured 6–8 week learning module that combines biology, climate science, and systems thinking through hands-on experimentation. Students begin by exploring natural cycles, planetary boundaries, and the problem of linear material systems. They then grow biodegradable mycelium plant pots using agricultural by-products and fungal mycelium.
Once the pots are formed and dried, students plant herbs or pumpkins and monitor growth, moisture, and root development. Instead of removing the plant from its container, the entire pot is transplanted into soil, where it naturally decomposes and becomes nutrients for the plant. Students observe and document the decomposition process, compare it to conventional plastic pots, and analyse the environmental implications.
Throughout the module, learners map the full life cycle of materials—from raw substrate to growth, use, decomposition, and regeneration. Reflection sessions connect the experience to carbon cycles, circular economy principles, and regenerative design.
The innovation requires simple tools, local materials, and basic laboratory or classroom equipment, making it adaptable to schools globally. The result is a living circular system where students actively experience how materials, food, and ecosystems are interconnected—and how they can design systems that restore rather than deplete.
MycoCampus Schools began as a pilot initiative developed alongside our work with bio-based materials and circular design. Initial workshops and prototype learning modules were tested with small student groups in collaboration with educators and industry partners. These early pilots demonstrated strong engagement, high motivation, and improved understanding of circular systems among participants.
Over the past 1–2 years, the concept has evolved from a workshop format into a structured, replicable learning module that can be implemented by schools with locally available materials. We have refined the growing process, documentation templates, and reflection exercises to make the program easier for teachers to adopt.
Interest has grown through presentations, partnerships, and demonstration projects in the fields of sustainable construction and regenerative materials. Educators have expressed interest in integrating the module into STEM, environmental science, and vocational training contexts.
Over the next 2–3 years, our goal is to expand pilot implementations to multiple schools, develop teacher training resources, and create an open implementation toolkit. We aim to build a network of participating schools that share data, student projects, and local adaptations, enabling MycoCampus to scale internationally while remaining locally grounded.
MycoCampus Schools evolved from hands-on pilot workshops into a structured, replicable learning program. Initially focused on growing mycelium materials as a demonstration activity, the concept has been expanded into a full circular systems module integrating planetary boundaries, soil health, and regenerative design principles.
We refined the process to ensure safe, low-cost, and classroom-friendly implementation, simplifying material preparation and documentation tools for teachers. Reflection exercises and system-mapping components were added to strengthen systems thinking beyond the biological experiment.
The program has also been modularized to allow adaptation across age groups—from secondary education to vocational training—while maintaining the same regenerative core cycle. We incorporated feedback from educators and sustainability experts to improve clarity, curriculum alignment, and assessment methods.
In addition, MycoCampus has been positioned within a broader platform vision, allowing the Schools program to serve as a flagship module while creating space for future teacher training, research collaborations, and community-based learning initiatives.
To implement MycoCampus Schools, educators receive a simple starter guide with material recipes, safety instructions, lesson plans, and reflection tools. Schools need basic classroom space, organic substrate, and mycelium culture. Teachers can run the 6–8 week module independently or request online support and training from our team to adapt it to their local context.
