Cano Ortiz, AnaPiñar Fuentes, José CarlosQuinto Canas, RicardoCano, Eusebio2026-01-042026-01-042025-12-182673-4133http://hdl.handle.net/10400.1/28048The teaching of the phytosociological method comprises several stages and aligns closely with the research-oriented teaching–learning process promoted by active methodologies. In both cases, preliminary inquiry is essential to review existing knowledge on vegetation in all its dimensions: bioclimatic, biogeographical, ecological, floristic composition, distribution, and conservation status. The main objective is to connect active teaching methodologies with phytosociological research. To this end, the natural environment is used to bring students into direct contact with plant communities, and the phytosociological research method is applied, through which students learn sampling techniques. This approach provides a rapid and effective assessment of habitat conservation status (EU Habitats Directive 92/43/EEC, European Council, 21 May 1992). As notable results, we highlight the poor conservation status of the three communities described, which is evident from the decline in characteristic association species. The present study focuses on the wetlands of the Costa Tropical, where communities of Juncus acutus, Typha dominguensis, Phragmites australis, and Arundo donax predominate. In this case, these communities act as open-air laboratories for teaching the phytosociological method. The Juncus acutus communities differ from those of Scirpus holoschoenus and other Juncus acutus stands by the presence of the endemic Linum maritimum. Meanwhile, the reedbeds differ from Thypho-Phragmitetum australis through the presence of Halimione portulacoides. In both cases, the influence of sea spray conditions the presence of subhalophilous species such as Juncus acutus, Linum maritimum, and Halimione portulacoides. This has enabled us to establish two new plant associations: LmJa = Lino maritimi–Juncetum acuti (rush stands) and Hp–Phra = Halimione portulacoidis–Phragmitetum australis (reedbeds). Ecological gradients also make it possible to separate Typha communities belonging to the Ca–Td = Cynancho acuti–Typhetum dominguensis association, and Phragmites into two distinct associations. This distinction arises because Typha communities require soil water during the summer period, whereas in Phragmites stands the upper soil horizon dries out.engNew wetland associationsRush and reed communitiesDiversity and conservationPhytosociology and educationjournal article10.3390/ecologies6040086