As soon as all the 30 respondents turned in their accomplished preliminary survey forms, I started writing an analysis of my needs assessment. The pre-survey forms revealed the respondents' experiences, attitudes, familiarity, and interest towards urban gardening and some of its related topics and skills. Indeed, many of them actually had some past experience in gardening or farming, planting a variety of crops, but not all of them have the financial, material, and/or temporal resources to dedicate to starting an urban garden despite its potential benefits in alleviating food insecurity, improving air and water quality, and fostering a sense of togetherness.

Instructional design (ID) is particularly important in almost every aspect in education, not only in formal education, but also in non-formal and informal education systems. I selected a plethora of ID approaches, including the tried-and-tested ADDIE Model, constructivist pedagogy (which suggests that learners draw upon past experiences to develop fresh knowledge), and Understanding by Design (which entails a "backwards approach" in which the desired learning outcomes precede the development of learning content).