Exploring Pathways for Stimulating Cultural Services in Rural Ecosystems through Experiential Learning Education

Abstract

Culture is never static. In modern society, Chinese rural areas are constantly intertwined and dislocated in the processes of traditional culture and modern civilization, involving the equitable and mutually beneficial relationship between people and natural resources and the reconstruction of regional cultural genres in specific periods. The rural humanities and natural resources are important carriers of cultural services. Therefore, research on experiential learning education is important for realizing local cultural revitalization. The efforts of revitalization and renewal of cultural services in rural ecosystems can not only inherit traditional culture, but also promote ecological protection, enhance villagers’ scientific literacy, and realize a harmony between humans and nature. This paper takes Daheping Village in the Hunan Province as an example, combining the ideas of natural education and landscape thinking to explore new ways to activate and enhance the value of rural cultural services from the perspectives of cultural connotations, spatial patterns, basic facilities, and route design. This study provides a new practical guidance paradigm for rural cultural revitalization and future human settlement improvement.

1. Introduction

Experiential learning education, as a means of inspiring attention to nature and culture, originated from the concept of natural education in the West. It emphasizes the integration of educational theories with diverse environmental knowledge in outdoor settings to establish a natural affinity and stimulate new educational concepts of cognition, experience, and participation in nature and culture [1]. With the proposal of the national rural revitalization strategy, the vast rural areas, as natural environments distinctly different from urban settings, its rural culture and landscape resources have been recognized for their potential cultural service value. This provides rich material for various scientific and experiential learning activities, and the activation and renewal of their cultural value are inevitable.

The revitalization of rural culture is reflected in strengthening rural ideological and moral construction, developing cultural services on the basis of the rural ecosystem, inheriting rural traditional culture, improving public cultural facilities, holding cultural activities, and promoting digital cultural services. Among them, the revitalization of rural culture [2] usually includes two aspects: one is to lead the industrial development with cultural value as the guide, and constantly improve people’s spiritual realm and life pursuit; second, as the added value of industries, products or local brands, the characteristic cultural industries under market-oriented operation can promote the revitalization of rural areas and enhance the level of local social civilization in the integrated development of agriculture, culture, business, tourism, and entertainment. Cultural ecosystem services [3] refer to the non-material benefits that humans receive from the ecosystem, including spiritual satisfaction, thinking, aesthetic experience, entertainment, and cognitive development.

In China, experiential learning education is defined as “Research trip or Study travel”, which refers to “off-campus educational activities organized by schools for all primary and secondary students, combining research study and travel experience through collective travel and centralized accommodation” [4]. Different countries have different terms for experiential learning education. For instance, in the UK, it is called “The grand tour”, “Educational tourism”, and “Outdoor education”; in the US, it is referred to as “Camping education”; and in Japan, it is known as “educational travel” (しゅうがくりょこう) [5]. These countries commonly choose vast rural areas with natural ecosystems for experiential learning education. In recent years, scholars in education, ecology, sociology, and other fields have conducted extensive research on rural resource conservation and cultural services guided by experiential learning education, aiming to fully utilize rural cultural resources, promote intangible benefits, and achieve collaborative cultural revitalization. Notable scholars in this field include Fu Caiwu [6], Ge Dazhuan [7], Li Na [8], and Zhang Qi [9], who have explored the coupling and interactive mechanisms of rural cultural revitalization and cultural service values from different perspectives.

Experiential learning education stimulates the value of rural cultural services by forming an understanding and recognition of them and emphasizing the importance of the rural environment for experiential learning activities. For instance, Su Yiqiu and colleagues have studied rural landscape resources and biodiversity to explore the impact of innovative rural landscape planning on science education practices. Scholars such as Smith [10,11] have emphasized the importance of local resident support and participation in rural science education, advocating for joint creation and participation, and exploring new cultural expressions by cultivating local residents’ cultural innovation awareness. Martinez introduced the use of digital technology in sustainable geological tourism and experiential learning education on rural geographic routes in Monsagro [12]. Zhang Shaohua, drawing on relevant case studies, summarized that experiential learning education bases should have zones such as entrance learning, base services, outdoor grazing, extension education, natural education, ranch production, and leisure living [13]. The authors believe that the existing design cases combining experiential learning education with rural tourism mainly refer to theories such as the natural education theory [14], push-pull motivation theory [15], cognitive theory [16], Tyler’s curriculum theory [17], and experience economy theory [18]. In contrast, the exploration of cultural service values in the context of rural revitalization in China remains insufficient. The development channels and activation pathways for cultural services are not clear; in particular, individual studies on rural areas from angles such as natural characteristics, humanistic society, and aesthetic cognition tend to be somewhat simplistic.

This study considers the actual conditions and residents’ needs in Daheping Village in Yiyang City, Hunan Province; it analyzes the village’s role in the urban–rural structure, and proposes overall positioning and development goals for rural cultural revitalization. It deeply studies the historical context, development conditions, and policy orientation of Daheping Village, reasonably creating and activating the use of rural ecological resources and focusing on highlighting the unique natural landscape and cultural characteristics of the village. The goal is to develop an experiential learning education system characterized by “education + tourism + activities + multiple scenarios”.

2. Case Studies of Rural Experiential Learning Education

This study selected five classic domestic and international cases for summary and analysis: Hawthorne Valley Farm in New York, USA; Taomi Ecological Village in Taiwan, China; MOKUMOKU Farm in Mie Prefecture, Japan; Xixinan Ancient Village in Anhui, China; and Odds Farm Park in Buckinghamshire, UK (Figure 1).

Among them, the Odds Farm Park in Buckinghamshire, UK, and the MOKUMOKU Farm in Mie Prefecture, Japan, are relatively small in size, but are the most developed in six key aspects: ecological environment, natural education, interactive routes, suitable venues, cultural creativity, and intelligent management. The MOKUMOKU Farm is also the most successful themed farm in terms of sixth-sector industrialization. The Hawthorne Valley Farm in New York, USA spans 400 acres and features organic ecological circular agriculture with a store, market, and Community Supported Agriculture (CSA) program, as well as tiered natural teaching content. The Taomi Ecological Village in Taiwan, China, covers an administrative area of 18 square kilometers. This new ecological village development model has significant implications for the construction of new rural areas in China. The Xixinan Ancient Village in Anhui, China, is the largest in terms of area. It explores the protection and utilization of heritage villages under the “new up-mountain and down-to-the-countryside movement” background through key steps such as order reconstruction, in-depth reading of the background, catalytic activation, repair and utilization, neighboring rural living, and comprehensive tourism. In addition, the Jeong Dong Arboretum in South Korea focuses on allowing students to learn about botany and ecology through practical contact with nature. In Turkey’s Beylerbeyi Palace, a relatively large area, schools and nonprofits lead students on field courses to explore the local biodiversity and geological features on foot. By analyzing these cases, we aim to identify successful strategies and practices in rural experiential learning education that can be adapted and implemented in other regions, particularly in the context of rural revitalization efforts.

Based on the analysis of the selected case studies in suburban and rural areas, the following conclusions can be drawn:

Experiential Learning Education Should Meet the Traditional Requirements of Rural Cultural Services. As carriers of rural cultural revitalization, scientific and experiential learning education integrates traditional culture with the natural environment. It is grounded in the rich experiential practice and traditional values of rural areas, fostering a deep respect for the natural environment and a profound affection for local traditions. This ensures that the content and form of rural experiential learning are characterized by distinctive regional features, ethnic colors, and cultural connotations.

Experiential Learning Education Should Align with the Modern Orientation of Rural Cultural Services. Contemporary scientific and experiential learning education should cater to societal aesthetic and cognitive needs. By reshaping a regional historical cultural genre and integrating the traditional elements into the modern social context, the essence of the traditional culture can be preserved and transmitted. Through the conduit of scientific education, the traditional human environment in rural areas gradually reveals its aesthetic and recreational value, aligning more closely with modern lifestyles. Today, larger farms and villages must consider not only the development of experiential learning education and tourism but also the deep integration of primary, secondary, and tertiary industries. This achieves a new era of agricultural development transformation termed “sixth-sector industrialization”, taking on the responsibility of cultivating regional resources and rural culture.

Experiential Learning Education Should Actively Explore Various Innovative Models. Scientific and experiential learning education should inject new vitality into rural areas and continuously activate innovation through modern technologies. Innovation is not only reflected in the exploration of course content, but also in considerations related to service targets, teaching models, service platforms, and educational concepts.

Experiential Learning Planning Should Precisely Match Rural Resource Elements. The planning and designing of experiential learning should begin with site investigation and resource integration. This is followed by interactive presentations of educational forms, course content, and tiered teaching in rural spaces. Landscape design techniques should then be used to build landscape elements and maximize intrinsic motivation for rural cultural revitalization. The spatial design of experiential learning rural bases at all scales should emphasize the implementation of six strategies: the ecological environment, natural education, interactive routes, suitable venues, cultural creativity, and intelligent management. This further explores and activates the mechanisms of rural cultural service values based on scientific experiential learning (Figure 2).

3. Principles of Revitalizing Rural Cultural Resources Based on Science Education Concepts

3.1. Spatial Creation—Principles of Rural Environmental Aesthetics

Rural environmental aesthetics should be grounded in natural resources, such as mountains, water, forests, fields, and lakes, achieving an organic connection with the rural landscape resources to enhance their integrity and richness. The fundamental principle of environmental aesthetics is to highlight the “background color” of the local landscapes by integrating the visual, cultural, and productive aspects of the rural environment into the village’s physical spatial landscape sequence, intangible social interactions, and place spirit [19]. When creating experiential learning sites focused on landscapes and humanistic spaces, artificial landscapes should be avoided to ensure sustainable resource utilization while emphasizing the logical and diversified aesthetic value of the landscape. Spatial creation should consider the natural conditions of the village, traditional architectural styles, native flora and fauna, agricultural production sites, and cultural landscape elements with a sense of history and human touch, such as local customs, folk traditions, and traditional craft.

3.2. Breaking Boundaries—Principles of Composite Service Functions

A composite process of space involves a series of interactions between nature and culture. The principle of composite service functions in experiential learning in science refers to the spatial intertwining of local cultural elements to create a more inclusive and innovative experiential learning service environment. The rural landscape environment can be decomposed into multiple superimposed systems, including the alternation of new and old orders that blend places with the local spirit. This implies a gradual blurring of traditional boundaries and the emergence of new orders. “Breaking boundaries” signifies not only the vertical accumulation of physical space but also the dynamic evolution and symbiotic exchange of the cultural spirit. Therefore, a more comprehensive and in-depth cultural service system (cultural service system: a comprehensive, interactive and sustainable service network that aims to meet the cultural needs of the public and provides cultural services through various forms and channels) and an experiential space need to be developed. Science experiential learning education should define course objectives and knowledge systems based on the existing landscape and humanistic spatial patterns in rural landscapes, comprehensively considering the boundary effects of places. It should break traditional spatial boundaries and use grid and collage methods to flexibly arrange villages to meet the needs of different cultural activities, ultimately achieving the mission of reshaping rural landscapes and humanistic spatial patterns.

3.3. Emphasizing Perception—Principles of Spatial and Emotional Interaction

In the construction of spaces for science education, attention should be paid to the perceptual characteristics of the senses such as sight, hearing, touch, and smell to evoke people’s emotional resonance with the countryside [20]. Whether it is the inheritance of unique production methods, continuation of traditional living habits, or application of ancient ecological wisdom [19], the regional characteristics and customs of the countryside are conveyed to the public through local landscape features [21]. Learning from nature, identifying existing resources in the rural mountain and water cultural environments that can be linked to education, should be emphasized. Emotionally oriented planning and design should ensure the consistency and coherence of places and strengthen emotional bonds with the countryside. Interactions with nature should focus on the protection and inheritance of the existing mountain and water cultural elements while continually exploring and connecting new spaces according to the “eternal and unchanging” natural order. For example, by observing the natural wild environment of native plants and aquatic ecosystems, the emotional link between natural education and the mountain and water cultural environment can be realized, inspiring learners’ appreciation and recognition of the natural environment. Spatially, the creative use of small spaces should be emphasized to provide outdoor recreational areas closer to nature. Participatory experiences should enhance children’s understanding of the natural environment and their sense of cultural identity with their place. Through exploratory learning, the “nature + culture” value should be understood, and the cultural connotation of rural ecosystems should be scientifically and systematically examined within the local civilization discourse.

4. Case Study—Activation Path of Rural Cultural Service Value

4.1. Overview

Daheping Village is an administrative village under the jurisdiction of Huilongshan Street in the Heshan District, Yiyang City, with a total area of 4.51 km², backed by the Huilongshan Mountain, facing the Zhixi River, and is closely connected with public transportation in the central city (Figure 3). Currently, there are 12 village groups and a permanent population of 2185 people, including eight non-genetic people, forty-five artisans, and approximately sixty skilled people. The primary economic source of the village is the primary industry, the secondary industry is mainly processed by agricultural and sideline products, and the tertiary industry is relatively scarce. At the same time, the village has a wetland landscape pattern in the Dongting Lake area in northern Hunan and a diversified intangible culture. In 2023, the Heshan District People’s Government of Yiyang City proposed the vision of creating the “Heping Oasis” comprehensive camp complex in Daheping Village, constructing a “Education + Tourism + Activities + Multi-Scenario” integrated boutique cultural tourism line centered on experiential learning, encompassing science education, tourism, and cultural and creative arts. Daheping Village, to create an “intangible cultural heritage + research” boutique tourism route, promotes the transformation of Daheping village from a single agricultural planting industry to a comprehensive rural tourism industry to bring specific economic benefits to the villagers, such as the 2022 village collective economy exceeding CNY 300,000, an increase of 100%.

4.2. Overall Design

The experiential learning plan for Daheping Village is based on the core concept of “rural cultural service”, creating a spatial layout of “one village, three paths, four zones, and multiple points”. One village: developing a comprehensive camp complex integrating production, learning, research, and residence. Three paths: three characteristic experiential learning paths, including water ecology, paddy fields, and the characteristic cultural research paths. Four zones: functional zones, including riparian ecological zones, research core zones, cultural core zones, and life interpretation zones. Multiple points: utilizing rural spatial resources to create diverse landscape nodes such as beautiful courtyards, water theaters, forest tree houses, hydrophilic trails, camping lawns, and Metasequoia boardwalks (Figure 4).

4.3. Specific Design

4.3.1. Constructing an Ecological Environment—Reconstructing the Spatial Pattern of the Mountain and Water Cultural Environment

The landscape of Daheping Village, nestled between mountains and water, is primarily composed of mountains, water, fields, and residences. The protection and utilization of its ecological environment (as shown in Figure 5) aims to systematically integrate the service elements of “nature + culture” into the landscape.

Agricultural Production Landscape. Daheping Village has approximately 14 hectares of forest land to bear the function of the ecological environment protection area. The forest ecosystems experience low levels of human interference and maintain high authenticity and integrity. This makes it suitable for scientific exploration activities such as forest adventures and nursery research.

Water Ecosystem. The floodplain water ecosystem of the Zhixi River in Daheping Village presents superior natural conditions due to its complex water environment and the rich habitats of the plant and animal communities. Coupled with the cultural heritage of the development history of village water conservancy, the village has extracted its characteristic methods of popular science education, such as camp teaching and wetland exploration, under natural and human conditions. Students can participate in these activities to learn about water management, vegetation restoration, and other ecological restoration projects, as well as the reorganization of waterfront recreational landscapes, thereby enhancing the experiences of both villagers and visitors.

Agricultural Culture. Located in the Dongting Lake Plain region of northern Hunan, Daheping Village is steeped in agricultural culture, including traditional farming practices, seasonal landscape changes, and rural lifestyles. Phenological changes in the farmland ecosystem were evident throughout the four seasons. Through farming experiences and ecological awareness activities, students can learn about traditional agricultural practices, the food production chain, and seasonal transitions, and focus on the sustainable development of farmland ecosystems. Moreover, new rural educational formats will foster new aesthetic experiences, promoting land protection and the sustainable development of the agricultural and forestry environments.

Traditional Residences. The traditional houses in Daheping Village not only meet the basic needs of educational activities, accommodation, and dining but also aim to construct a physical and functional space that carries the mission of cultural inheritance and continuity. These efforts fully showcase the traditional village appearance in the Dongting Lake Plain region.

4.3.2. Excavating Cultural Creativity—Reproducing Cultural Connotations (Catalytic Activation)

Rural culture is rooted in the natural evolution of rural society, the economy, culture, and space, bearing marks of historical development. The cultural heritage of rural areas has been influenced by varying social, economic, and cultural conditions throughout different periods, displaying the diversity and richness that makes rural areas highly attractive for science popularization education. Taking Daheping Village as an example, its rural culture is evident in many aspects, including an intangible cultural heritage, such as Xiaciqigong (a shrimp-related craft), bamboo mats, and Ming oil-paper umbrellas, as well as various traditional crafts practiced by villagers over the years, such as embroidery, wood carving, tie-dyeing, and pottery.

These intangible cultural heritage and traditional crafts are not only the livelihoods of rural artisans but also possess deep cultural connotations, experiential qualities, and a strong sense of place. They serve as key drivers of the revival of rural culture. In terms of spatial creation, it is necessary to infuse the spirit of local culture while preserving traditional architectural and landscape textures and incorporating modern design elements to promote a harmonious integration of traditional customs and modern lifestyles [22].

4.3.3. Developing Interactive Touring Routes—Tour Routes Planning and Design

Interactive touring routes for educational purposes should incorporate landscape patterns, unique resources, sustainable development, villager participation, and educational experiences in rural areas to create distinct and appealing diversified routes. Daheping Village primarily focuses on three distinctive routes: the Cultural Study Path, the Paddy Field Study Path, and the Water Ecology Study Path. These routes integrate cultural resources, facilitate the initial distribution of visitors, and offer various educational and rural experiences.

Characteristic cultural research paths based on the central residential area of Daheping Village, this route organizes the village’s intangible cultural heritage inheritors and craftsmen, link idle houses and beautiful courtyards. Activities included setting up bamboo craft workshops, shrimp folklore experiences, cultural and creative markets, intangible heritage spaces, and rural sketching points. These nodes guide students to experience rural culture and inspire artistic expression.

The Water Ecology Research Path involves ecological maintenance and spatial renovation of the “Oasis Ranch” wetland landscape along the Zhixi River and village ponds. Key features include Fish Paradise, the Rainwater Gardens, Hydrological Observation, the Lotus Pond by Moonlight, Aquaponics, the Water Gardens, and Muddy Fish Catching. The educational activities include water systems and floodplain ecosystem knowledge, wetland ecological restoration, water ecology experiments, and water purification science.

The Paddy Field Research Path, utilizing the extensive farmland landscape in the southeastern part of Daheping Village, includes interactive nodes such as farming experiences, agricultural tool experiences, the Rice Dream Space, farming study areas, Rice Food Education Workshops, Herbal Gardens, and Free-Range Chicken Farms. These nodes guide students through rice cultivation, farmland management, agricultural product harvesting, and agricultural tool displays, providing hands-on agricultural education and practices (Figure 6).

4.3.4. Enhancing Natural Education—Science Popularization Practice Model

The natural education Science Popularization Practice Model in Daheping Village is based on the local climate and seasonal characteristics, leveraging the ecological landscape advantages and cultural landscape of the mountains and waters. The goal is to integrate ecological knowledge seamlessly into the environment. The design of the environment considers all sensory elements, establishes a systematic sensory curriculum, and designs educational spaces according to different types of science popularization practices. The aim is to create outdoor science education landscapes that are experiential, maintaining the productivity of traditional agricultural landscapes while extending their aesthetic value [19]. Daheping Village’s scientific popularization practices include five main spatial types: organic farming, wetland landscapes, intangible cultural heritage protection and inheritance, forest resources, and abandoned mining pits. Correspondingly, the curriculum system comprises five main components: “farming and reading family traditions, ecological exploration, cultural experience, species cognition, and geological adventure”, through which science education practices are conducted.

4.3.5. Co-Creating Suitable Spaces—Construction of Buildings and Supporting Facilities

Basic support facilities are crucial components of science education activities that directly influence the efficiency of resource utilization in curriculum practice. The infrastructure of science education must consider its shared and adaptable nature. Unlike urban infrastructure construction, Daheping Village faces challenges in ecological environment protection, transportation infrastructure, and water conservancy infrastructure. Therefore, when revitalizing and updating spaces and constructing infrastructure, Daheping Village needs to meet the living needs of both the educational participants and local residents, focusing on the following aspects:

Fostering a Sense of Ownership Among Villagers. It needs to encourage villagers to develop a sense of ownership and intrinsic motivation. Daheping Village has a working-age population of about 1100 people, and the Communist Youth League Heshan District Committee and other departments and units will provide guidance and financial support. The people and the government need to work together to empower Daheping Village. The general public’s needs for rural space are usually consistent, but villagers, with their emotional connection to the land, daily labor experience, and familiarity with the place, can better judge the necessary supporting service facilities for the site. Villager-oriented infrastructure resources should include indoor buildings and outdoor activity spaces that meet educational, medical, cultural, and sport needs. When planning educational spaces in Daheping Village, it is important to consider the flexible sharing of existing infrastructure to serve both villagers and the diverse needs of scientific and experiential learning.

Emphasizing Diverse Sensory Experiences. The primary users of the educational services were students. When revitalizing spaces, it is beneficial to incorporate hidden educational resources through sensory stimulation. Utilizing materials that feel warm to touch and incorporating the tranquil sounds of rural nature can create diverse sensory experiences that evoke an emotional connection to nature. Examples include the freshness of early mornings, the tranquility at night, and the seasonal dynamic changes in local flora and fauna.

Inspiring Creativity with Local and Renewable Materials. The use of local materials and native tree species with minimal intervention methods can revitalize public resources within the village. By using natural elements to create beautiful courtyards, parking lots, and entrance landscape nodes, this design can inspire students’ creativity.

4.3.6. Intelligent Operation Model

The current market for educational tours lacks unified management and standards, and mass-produced educational tour activities lack targeted services and educational programs, making it difficult to meet diverse and personalized needs. Daheping Village innovates in the form of natural education and popular science practice, explores the application of digital technology in rural cultural services, and builds an intelligent management platform to enhance the management level of natural education and popular science practices in Daheping Village. It also recommends personalized resources and activities that are suitable for students. At the same time, it provides innovative activities such as virtual cultural experiences and digital exhibitions for popular science and educational tours and builds an interactive platform for information sharing. It continuously develops targeted, educational, and interesting study tour courses, centralizes the sharing of high-quality educational resources, improves resource utilization efficiency, and provides a standardized and intelligent operation model for the natural popular science practice in Daheping Village.

In addition, by providing additional knowledge and motivation to primary and secondary students, high-quality educational tours may enhance the students’ acquisition of the general human capital that is broadly shown to be a key factor for modern economic growth [23,24].

5. Conclusions

Scientific and experiential learning education offers a novel approach to revitalizing the cultural service value of rural areas. They guide people to focus more on ecology, sustainability, and community collaboration; they encourage the rational use of land and water resources and promote an upgrade to the agricultural industry. Compared with Western countries, the current level of educational tours in China still lags behind (the West has specialized research schools and legal support, China has yet to develop this area), but rural areas hold significant potential for enhancing their human and ecological landscapes.

Compared with the Western educational base, the rich intangible cultural heritage and beautiful natural ecological environment in Daheping Village are more prominent. However, there are also some disadvantages, such as the lack of professional research and education talents and tourism management talents, challenges in infrastructure, and deficiencies in marketing and brand building. Utilizing nature education and science study tours to drive local cultural revival and enhance the recognition and irreplaceability of rural areas is a crucial issue in current rural revitalization strategies. Revitalizing and updating the cultural service value of rural areas not only preserves cultural values but also promotes ecological protection, enhances the scientific literacy of villagers, and achieves the harmonious integration of ecology and culture. Integrating child-friendly science education with rural spatial design thinking to propose landscape resource revitalization and renewal strategies will be a key method for improving rural living environments in the future.

As a demonstration village for rural revitalization in the Heshan District, Yiyang City, Daheping Village holds a strategic planning position in the region. Conducting science education and study tour practice research in Daheping Village is an important part of implementing the Yiyang Municipal Government’s initiative to shape tourism with culture and to highlight culture through tourism, planning, and promoting high-quality study tour routes. This article conducts a composite analysis of the resources, planning, and practical activity design to provide a reference for landscape resource protection and rural cultural revitalization in Daheping Village, aiming to achieve a win–win situation for both ecology and culture.