Although there are numerous studies on the floristic composition of the Andean and Caribbean grasslands, there are limited information from a phytosociological point of view. This work therefore aims to highlight the differences in this important vegetation type in these two biodiversity hotspots to gain a better understanding of their floristic and vegetational richness. The floristic composition of Andean grasslands (Ecuador) and the island of Hispaniola is also studied. The reason for this comparative analysis of Andean and Caribbean territories is their tropical character and their bioclimatic similarities. The comparative analysis of Peruvian Andean and Colombian grasslands is based on floristic knowledge from the literature, our inventories on the island of Hispaniola, and the works of Peguero. We applied the phytosociological methodology of Braun-Blanquet and the code of phytosociological nomenclature. We performed a statistical analysis to verify the differences between both community types using the statistical packages PAST© and CAP3. The comparative analysis of Andean and Caribbean grasslands shows a clear floristic and biogeographical differentiation and reveals that the only ecological character they share is their high-mountain attribute. In the Caribbean these communities are found only on the island of Hispaniola (Dominican Republic) in the Central biogeographic sector, Central subprovince, Hispaniola province. These grasslands are exclusive to Hispaniola and have a high rate of endemics. We propose the following new syntaxa: the association Hyperico constanzae-Danthonietum domingensis, the alliance Hieracio domingensis-Deschampsion domingensis, the order Danthonietalia domingensis, and the class Deschampsio-Danthonietea domingensis. We found high biodiversity values for Andean and Caribbean areas. This is due to the intense anthropic activity on the island of Hispaniola, which has led to a high percentage of naturalized plants.

A domain of practical learning over the theoretical is provided in this work, for this several places of natural interest have been studied (Natural Parks), a quality pedagogical training is obtained, through which the students of Vocational Training and Primary and Secondary Education Teachers obtain competences in the management of natural spaces, which are of interest for conservation, competences in flora, plant communities, habitats and interpretation of the landscape. The learning is eminently practical, which allows trained personnel to enter the labor market. The study of natural spaces has been carried out using direct observation techniques, with the participation of specialist teachers in various fields, because the interpretation of vegetation, habitats and landscape requires multidisciplinary techniques. For this, teaching methodologies in Botany are used, how have the phytosociological sampling techniques been; Geology, Edaphology, and Climatology, in the latter case creating future predictive models that allow the student to make decisions about the management of a territory; this study has made it possible to carry out a comprehensive interpretation of the natural environment, with a notable pedagogical improvement in learning.

The objective of this work is to materialize the learning of geobotanical concepts, and a methodology for the interpretation of the landscape, which allows the student to acquire practical knowledge, to obtain sufficient autonomy that allows him to join the labor market. Regarding the methodology, 100 field samples are taken for 3 years, and the participation of 60 students. The evaluation is carried out through reports on the field study. The landscapes of various areas of southern Spain are studied. For this we rely on the methodology previously established by other researchers, through which a complete diagnosis of a territory is reached, since the series and geoseries of vegetation are revealed. Being a study of natural reality, the abstract character presented by concepts such as sigmetum, sinassociation, series, geoseries, climatophilous, edaphoxerophilous, chain; it is perfectly clarified to the student, which makes the student progress efficiently, coming to the fore the acquisition of practical knowledge compared to theoretical ones. For this reason, practical teaching acquires preponderance, since it not only provides knowledge, but also development of cognitive and psychomotor skills, which are essential in the acquisition of skills and development of the individual's personality.

A phytosociological review is carried out of the pine forest formations on the islands of Cuba and Hispaniola (Caribbean), due to the diversity of soils and environments. We collected 10 plant associations belonging to the class Byrsonimo-Pinetea caribaea growing on siliceous, calcareous and sandy substrates and 21 associations on special, serpentine and ophite substrates and on ultramafic rocks belonging to the class Caseario crassinervis-Pinetea cubensis, exclusive to Cuba; while the association of pine forests on serpentines in Hispaniola is included in the class Phyllantho orbicularis-Neobracetea valenzuelanae with a Caribbean distribution. The comparative phytosociological and statistical study reveals phytosociological anomalies in the inclusion of various syntaxa, and in the description of other syntaxa according to the International Code of Phytosociological Nomenclature (ICPN). We therefore propose a change in status for several of the subassociations described: subass. ilicetosum repandae: syn. var. con Ilex repanda; subass. schmidtottietosum shaferi: syn. var. with Schmidtottia shaferi; subass. acrosynanthetosum trachyphylli: syn. var. with Acrosynanthus trachyphyllus; subass. psychotrietosum grandis: var. con Psychotria grandis; subass. notodonetosum roigii: syn. var. with Notodon roigii. We also propose a nomen novum: jaquinietosum oxhyphyllae Reyes & Acosta 2012 ex Cano et al. hoc loco.