The increase in remote work and study modalities in recent years has changed our indoor physical spaces. Key variables such as air quality, temperature, or well-being in general have acquired special relevance when designing workspaces. In this context, plants can play an active role in moderating these variables and providing well-being to the people who live in these spaces. UNESCO, when framing its 2030 agenda, highlighted the importance of promoting environmental awareness at the educational level (Sustainable Development Goals 3, 4, and 11). The scientific literature shows that the potential of plants is not sufficiently well addressed in educational contexts. Therefore, this review explores activities in which plants are used as a deliberate object of attention in learning contexts. The results show what learning activities have been carried out, what kind of plants have been used in the activities, and what technologies have supported those activities. The results provide a clear vision of the potential of plants to naturalize indoor learning spaces and to promote environmental awareness. This work aims to provide cues for further research on green education towards a sustainable society.

This article presents a hybrid demonstrative activity on precision agriculture, aimed at fostering digital green competences among engineering students. The activity lever-ages an IoT-based smart irrigation system-including ESP32 microcontrollers, environmental sensors, actuators, and cloud integration-as a hands-on learning context. Participants were introduced to the operational features of the system and engaged in configuring sensors, collecting real-time data, and visualizing environmental variables to optimize irrigation strategies. The educational experience was assessed using the SUTEEComp framework, which integrates digital and sustainability-oriented competences rooted in the European DigComp and GreenComp standards. This article analyzes how learners developed competences across areas such as data literacy, digital collaboration, creative problem-solving, and environmentally responsible action. The results suggest that demonstrative activities combining real-world IoT systems and structured competence assessment can effectively support the acquisition of digitally-enabled green skills in engineering education. Implications for course design and educational innovation in digital agriculture are discussed.