**1. Introduction**

Smederevac et al. [1] pointed out that environmental education, as defined by Hadjichambis et al. [2], is effective when it combines knowledge types as well as organizational and management forms, whereas formal, informal and non-formal education are mediators of other types of knowledge and participants have different perceptual interests and intentions and motivations.

This paper focuses on an example of a non-formal environmental education form. It presents and analyses the types of knowledge and the motivations for their use in environmental education in Hungary in the example of school gardens.

### **2. Methods and Materials**

The paper is based on document analysis (policy documents, planning documents), of available data and semi-structured interviews, conducted with teachers responsible for school gardens, civic organizers of the School Garden movement and an additional interview with a representative of the public administration. The interviews were transcribed. We analysed the interviews using a semi-open-coded method to explore power relations and knowledge forms which influence the development of school gardens.
