Background: Ethnobotanical surveys of the Western Balkans are important for the cross-cultural study of local plant knowledge and also for obtaining baseline data, which is crucial for fostering future rural development and eco-tourism initiatives in the region. The current ethnobotanical field study was conducted among the last remaining Albanians inhabiting the upper Reka Valley at the base of Mount Korab in the Mavrovo National Park of the Republic of Macedonia. The aims of the study were threefold: 1) to document local knowledge pertaining to plants; 2) to compare these findings with those of an ethnographic account written one century ago and focused on the same territory; and 3) to compare these findings with those of similar field studies previously conducted in other areas of the Balkans. Methods: Field research was conducted with all inhabitants of the last four inhabited villages of the upper Reka Valley (n=17). Semi-structured and open interviews were conducted regarding the perception and use of the local flora and cultivated plants. Results and conclusion: The uses of ninety-two plant and fungal taxa were recorded; among the most uncommon uses, the contemporary use of young cooked potato (Solanum tuberosum) leaves and Rumex patientia as a filling for savory pies was documented. Comparison of the data with an ethnographic study conducted one century ago in the same area shows a remarkable resilience of original local plant knowledge, with the only exception of rye, which has today disappeared from the local foodscape. Medicinal plant use reports show important similarities with the ethnobotanical data collected in other Albanian areas, which are largely influenced by South-Slavic cultures.

The vertical transmission of ethnobiological knowledge across generations is crucial in preserving biodiversity and sustaining biocultural diversity. However, the mechanisms underpinning this process remain insufficiently studied. This paper introduces the "ethno-pedagogical module" as a novel interdisciplinary framework for analyzing and enhancing the understanding of traditional ecological knowledge (TEK) transmission. The module integrates perspectives from cultural anthropology, education theory, and ethnobiology. Cultural anthropology contributes insights into the role of rituals, oral traditions, and communal practices in knowledge dissemination. Education theory offers methodologies for understanding experiential and participatory learning processes essential to TEK. Ethnobiology provides the foundation for examining the practical and symbolic human-environment relationships embedded in traditional practices. This framework facilitates the disaggregation of TEK systems and enables cross-cultural comparisons, revealing how diverse communities sustain biocultural diversity through unique adaptive practices and learning processes. It also offers practical applications by guiding the integration of TEK into formal and informal education systems to foster environmental stewardship and cultural resilience among younger generations. By addressing the complexities of TEK transmission, the ethno-pedagogical module presents a structured approach for preserving traditional knowledge amidst global environmental and cultural changes. The module bridges traditional ecological practices with contemporary educational strategies, promoting resilience and innovation in sustaining biocultural diversity. This interdisciplinary approach underscores the importance of collaboration in safeguarding cultural heritage and biodiversity in an increasingly interconnected and rapidly changing world.

Recently, awareness of the importance of Traditional Ecological Knowledge (TEK) has been increasingly growing. Specifically, in particular, it is emphasized that their role in preserving biodiversity and especially the vertical transfer of knowledge from generation to generation is particularly highlighted. Although we emphasize this, if we were to seek a theoretical framework that incorporates the pedagogical dimension of this transmission, we find ourselves lacking. Therefore, the aim of this paper is oriented in this direction, with the idea of conceptualizing an ethno-pedagogical module. Through this module, we aim to develop a framework for interpreting how knowledge is learned, classified, and preserved over time. This framework is designed to integrate three dimensions: cultural anthropology, educational theory, and ethnobiology. By combining these three disciplines, it is expected that the analysis and interpretation of knowledge transmission will be more comprehensive, inclusive, and clearer. All of this will be accompanied by a cross-cultural perspective. Given that there are ideas predicting that the need for modular frameworks will emerge in the near future, the above concept appears as a timely necessity. If the engagement of ethnobiologists requires support from such frameworks, it follows that ethno-pedagogical modules will become an indispensable foundation within the research process itself. The benefits of this framework are related to its potential to compare how biodiversity is maintained in different communities and how this relates to educational practices. In fact, the module will represent a new and important tool through which research can examine the interconnection, namely the relationship between knowledge transmission, education, and biodiversity conservation.