Efficacy of Nature-Based Learning and Global Outlook on Outdoor Education

A special issue of Forests (ISSN 1999-4907). This special issue belongs to the section "Forest Economics, Policy, and Social Science".

Deadline for manuscript submissions: closed (30 April 2024) | Viewed by 16519

Special Issue Editors


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Guest Editor
Department of Forest Sciences, University of Helsinki, Helsinki, Finland
Interests: forest education; human resources; ecosystem services

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Guest Editor
School of Humanities, Social Sciences and Law, University of Dundee, Dundee DD1 4HN, UK
Interests: nature connection; human–nature interactions; forest school; early childhood

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Guest Editor
Department of Psychology, University of Crete, Crete, Rethymno, Greece
Interests: motivation; social psychology; forest school

Special Issue Information

Dear Colleagues,

Nature-based learning has experienced increased interest in practitioner circles in the last decade, while the evidence for its efficacy has often lagged behind. In more recent years, researchers from diverse disciplines, spanning education, psychology, paediatrics and other health and social sciences, have been working to establish an evidence base for nature-based educational practices, including forest schools, nature kindergartens, adventure centres and other settings. Moreover, there have been calls to organise and coordinate an agenda for nature-based learning (see Jordan and Chawla, 2019) in order to systematically understand the impact of nature-based learning on a variety of outcomes. These may include effects to health and wellbeing, cognitive and psychosocial development, emotional development and environmental stewardship, as well as, more specifically, academic attainment.

Another crucial aspect with regard to broadening access for all children to nature-based learning is ensuring teachers’ and other professionals’ competence. Recognising that formal education from early childhood to secondary schools has a lot of potential for utilizing nature-based learning, it is imperative to ensure that education professionals are equipped to offer children these experiences. A recent global study has shown that teachers in formal education need more support to be able to take children and youth into nature. Regional studies from all continents, prepared in a project lead by the Food and Agriculture Organisation of the United Nations (FAO), report that some topics are sufficiently covered in education. However, the teaching and learning of many other aspects needs urgent improvements (https://www.fao.org/forestry/forest-education/99204/en/).

This Special Issue aims to bring some of this literature together and aid in bringing together interdisciplinary research that explores both the impact that nature-based learning can have on the individual, as well as to look more broadly at how nature-based learning can help tackle societal challenges, such as the mental health crisis, climate change and equity in education. Within this process, teacher and professional education has an important position. We also want to hear from authors who work in different contexts around the world, including the Global South, to see ways that nature-based learning can be adapted to a variety of cultural and physical environments, for optimal impact. This means we are looking for empirical, theoretical as well as speculative articles that examine the inherent possibilities within nature-based learning and within teacher education for nature-based learning.

Potential topics include, but are not limited to:

  • Impact of nature-based learning;
  • Optimising forest school and other nature-based practices;
  • Ensuring adequate training and education for teachers and other education professionals;
  • Democratisation of nature through nature-based education;
  • Opportunities for nature-based learning to tackle specific challenges;
  • Nature-based education settings and inclusion;
  • Cultural and physical adaptations for nature-based settings in different contexts. 

Dr. Mika Rekola
Dr. Alexia Barrable
Dr. Alexios Arvanitis
Guest Editors

Manuscript Submission Information

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Keywords

  • outdoor education
  • forest school
  • nature-based learning
  • nature connection
  • wellbeing
  • evidence
  • environmental education

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Published Papers (5 papers)

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Research

20 pages, 4104 KiB  
Article
How Is It Covered?—A Global Perspective on Teaching Themes and Perceived Gaps and Availability of Resources in University Forestry Education
by Konsta Wilenius, Mika Rekola, Anne Nevgi and Niclas Sandström
Forests 2024, 15(8), 1360; https://doi.org/10.3390/f15081360 - 3 Aug 2024
Cited by 1 | Viewed by 1541
Abstract
Forest education has evolved significantly in recent decades due to global phenomena such as climate change and globalization, which are transforming the skill sets and competencies that should be provided by university-level education on forests. This evolution has placed pressure on educational institutions [...] Read more.
Forest education has evolved significantly in recent decades due to global phenomena such as climate change and globalization, which are transforming the skill sets and competencies that should be provided by university-level education on forests. This evolution has placed pressure on educational institutions to adapt and meet these emerging needs. Previous research has identified gaps in the coverage of specific teaching topics within forest education, yet assessing the global state of education has been challenging because of the absence of comparable data. To address this gap, the Global Forest Education Project was initiated in 2020. The project developed a survey aimed at evaluating the state of forest education across all levels worldwide. In this study, we used data from this survey and conducted an analysis focusing on the perceived adequacy of teaching content and the availability of educational resources at the university level. The study revealed global concerns regarding the comprehensive coverage of the various teaching themes. Although there was some variation in coverage across different regions, the trends appeared to be consistent globally. The perceived availability of resources for education varied significantly by region, including factors that likely impede the ability of educational programs to modernize and meet new educational requirements. These findings indicate that there is a need to reevaluate and improve the coverage of many of the teaching themes in forest education. Moreover, it is evident that education providers in certain regions require increased funding to ensure sufficient resources to address these needs efficiently. Full article
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14 pages, 1492 KiB  
Article
Direct Experience of Nature as a Predictor of Environmentally Responsible Behaviors
by Constantinos Yanniris, Costas Gavrilakis and Michael L. Hoover
Forests 2023, 14(11), 2233; https://doi.org/10.3390/f14112233 - 13 Nov 2023
Cited by 2 | Viewed by 2586
Abstract
A small but growing body of literature suggests that outdoor experiences during childhood affect environment-related behaviors in adulthood. However, research on the magnitude of the effect (effect size) of outdoor experience on learners’ behaviors remains scarce. In this study, we explored the extent [...] Read more.
A small but growing body of literature suggests that outdoor experiences during childhood affect environment-related behaviors in adulthood. However, research on the magnitude of the effect (effect size) of outdoor experience on learners’ behaviors remains scarce. In this study, we explored the extent to which outdoor experiences are associated with environmentally responsible behaviors. Our sample consisted of 143 ninth- and tenth-grade students living on a Greek island. The data were collected using a properly adjusted environmental literacy instrument. Two different methodological pathways, i.e., a quasi-experimental approach and correlation analysis, were used to analyze the data. A tentative variable representing the frequency and intensity of students’ experiential contact with nature was found to be the strongest available predictor of their self-reported pro-environmental behaviors. The findings of this study support the significance of outdoor, experiential learning during childhood in shaping individuals’ environmental behaviors. Full article
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16 pages, 2120 KiB  
Article
The Potential of Green Schoolyards for Healthy Child Development: A Conceptual Framework
by Nicole van den Bogerd, Dieuwke Hovinga, Jelle A. Hiemstra and Jolanda Maas
Forests 2023, 14(4), 660; https://doi.org/10.3390/f14040660 - 23 Mar 2023
Cited by 10 | Viewed by 5163
Abstract
To provide children more opportunities to interact with nature, an increasing number of schools are ‘greening’ their schoolyards by including abiotic and biotic elements such as vegetation, sand, water, logs, and stones. Although the value of these green, nature-rich schoolyards is increasingly acknowledged, [...] Read more.
To provide children more opportunities to interact with nature, an increasing number of schools are ‘greening’ their schoolyards by including abiotic and biotic elements such as vegetation, sand, water, logs, and stones. Although the value of these green, nature-rich schoolyards is increasingly acknowledged, research has focused on a narrow set of child development outcomes. This paper presents a conceptual framework that gives insight into the potential short- and long-term benefits of green schoolyards related to children’s physical, cognitive, social-emotional, and moral development, and the pathways through which they may occur. We argue that a green schoolyard can facilitate diverse behaviors and activities, provide sensory and embodied nature experiences, provide a restorative environment, support biodiversity, and provide a resilient environment that supports climate resilience and mitigates environmental nuisance. These five functions of green schoolyards can act as pathways to help foster healthy child development. In doing so, the framework provides guidance for future research. Although more research is needed to validate the conceptual framework, it seems that through the proposed pathways, green schoolyards can be a promising nature-based intervention to promote healthy child development. Full article
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8 pages, 1052 KiB  
Article
Do Forest Experience, Socialization and Demographic Characteristics Affect the Attitudes toward Hunting of Youths from Urban Areas?
by Hubert Codrow, Adrian Łukowski, Michał Klimkiewicz, Małgorzata Krokowska-Paluszak, Anna Wierzbicka and Maciej Skorupski
Forests 2022, 13(11), 1803; https://doi.org/10.3390/f13111803 - 29 Oct 2022
Cited by 1 | Viewed by 2122
Abstract
Acceptance of forest management and its park, game and wildlife management is decreasing in Europe. Building a positive attitude toward game and wildlife management is a field of work of forest educators. To design and conduct effective activities, it was crucial to identify [...] Read more.
Acceptance of forest management and its park, game and wildlife management is decreasing in Europe. Building a positive attitude toward game and wildlife management is a field of work of forest educators. To design and conduct effective activities, it was crucial to identify the specific needs. We conducted a survey among Polish high school students from cities and towns (1947 individuals) to find out answers to the following questions: What kind of attitude toward hunting (ATH) do Polish teenagers have? What shapes their ATH? Is this attitude and its drivers similar to the ones of adults? Half of Polish urban teenagers recognized that hunting in Poland is necessary. From socio-demographic factors, forest and hunting experience had the largest impact on teenagers’ attitude toward hunting. Gender and social network had a smaller but still significant impact. Other factors, e.g., place of residence, had no impact on the ATH. Our results show that forest education should be focused on all young residents, no matter if they are from a big city or a small town, as teenagers’ ATH is the same. Field trips and other active methods are recommended because personal experience has the largest impact on shaping ATH. Full article
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11 pages, 717 KiB  
Article
Parents’ Perceptions of UK Forest School: Descriptive and Evaluative Aspects
by Alexios Arvanitis, Anna K. Touloumakos and Alexia Barrable
Forests 2022, 13(8), 1314; https://doi.org/10.3390/f13081314 - 17 Aug 2022
Cited by 4 | Viewed by 3414
Abstract
Parental support for children’s Forest School (FS) education is likely connected to the parents’ own views about FS. We investigated parents’ perceptions of FS by performing a qualitative study on parents’ views, as expressed in an online forum for parents (Mumsnet). Findings were [...] Read more.
Parental support for children’s Forest School (FS) education is likely connected to the parents’ own views about FS. We investigated parents’ perceptions of FS by performing a qualitative study on parents’ views, as expressed in an online forum for parents (Mumsnet). Findings were grouped into two main categories, descriptive (what FS is) and evaluative (FS is good or bad). Thematic analysis revealed five dimensions of evaluation: skills and knowledge, nature connectedness and physical/mental health, structure, inclusivity and enjoyment. Along these dimensions we uncovered tensions between opposing views. We also identified two strategies for dealing with these tensions, dismissal and balance. This is the first study that identifies dimensions of evaluation for FS and potential parent satisfaction. The implications are discussed. Full article
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