Most studies show that SGP increase science knowledge (Chan et al., 2022; Dyg, 2015; FAO, 2004; FAO, 2010; Rye et al., 2012; Wells et al., 2015). Wells et al (2015) studies the effect of SGP on science knowledge in low-income communities, and notes positive outcomes, especially with strong SG intervention. Rye et al. look at the impact of GBL on science learning for all students, with a focus on those with disabilities: they state that GBL is sufficiently robust to adress all the components of the National Science Education Standards, with the benefit of having therapeutic effects on learning for students with disabilities. As science and agriculture education is tightly linked, most studies also show that SGP increase agricultural knowledge (Chan et al., 2022; Dyg, 2015; FAO, 2010; Huys et al., 2017; Wells et al., 2015). They indeed effectively cover subjects such as cultivation (Dyg, 2015; Huys et al., 2017), pollination, fertilization, vegetables diversity (Dyg, 2015, Huys et al., 2017), plant science (Huys et al., 2017; Wells et al., 2015), and biodiversity (Dyg, 2015).