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30 SES 06 C: The Nature Teacher: Experiencing learning in natural environments
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30. Environmental and Sustainability Education Research (ESER)
Paper Long-Term Transformative Effects of a Nature-Connection Facilitator Training: Preliminary Findings from a Thematic Analysis 1: Eötvös Lorand University Doctoral School of Psychology; 2: Eötvös Lorand University Institute of People-Environment Transaction, Hungary; 3: Budapest University of Technology and Economics, Department of Sociology and Communication, Presenting Author:In recent years, nature-based and participatory educational approaches have gained increasing attention as potential responses to socio-ecological crises, psychological distress, and growing disconnection from the natural environment (Ives et al. 2017). Among these approaches, ecopsychological perspectives conceptualise nature-connection as an experiential, perceptual, reflective, and relational learning process (Sewall, 1999) through which sustained changes may occur in how individuals perceive, relate to, and act within human–nature–social systems. Since 2020, a two-year-long nature-connection facilitator training programme has been implemented, consisting of an intensive first-year field-based phase and a second-year supervision phase. To date, more than seventy facilitators have completed the programme (approximately 230 contact hours across six cohorts). Written and oral feedback collected throughout the training indicates perceived positive changes in participants’ openness, attentional capacities, sensitivity, and relational attitudes toward nature, themselves, and others. However, systematic empirical investigation of the longer-term impacts of such trainings remains scarce. The present study addresses this gap by exploring the long-term effects of participation in a nature-connection facilitator training that combines guided, participatory nature-based practices with a course design intentionally structured according to organic, nature-analogous principles. The training draws on walking-based and more-than-human pedagogical approaches (Springgay & Truman, 2018). Beyond the practices themselves, the training mirrors natural processes in its overall rhythms, structure, and modes of learning, reflecting complexity-informed understandings of education (Davis & Sumara, 2006). The central research question is: How does sustained participation in such an organically structured, participatory training over several months contribute to changes in participants’ nature-related perceptions, as well as their social attitudes and behavioural orientations? The study is embedded in a broader research programme investigating experiential, perceptual, and relational learning processes in nature-based educational contexts. Within this framework, the current contribution focuses specifically on the long-term, integrative impacts of facilitator training participation, with particular attention to processes of internalisation, transfer, and everyday application beyond the training context. Methodology, Methods, Research Instruments or Sources Used The study applies a qualitative research design grounded in thematic analysis (Braun & Clarke, 2006). Data sources include written reflective feedback produced during and after the training, as well as semi-structured follow-up interviews conducted with 33 former participants. Interviews focus on participants’ subjective experiences of change, perceived impacts on their relationship with nature, self-regulation, professional identity, interpersonal relations, and everyday practices. The analytic process follows an iterative, reflexive thematic analysis approach, beginning with inductive, semantic coding. At this stage, analysis remains at the level of codes and preliminary pattern recognition; higher-order themes are still under construction. Analytic work is supported by constant comparison across cases and data types, enabling the identification of recurring experiential structures and meaning-making processes. Particular attention is paid to temporal dimensions of change, perceived sustainability of impacts, and contextual factors that support or constrain integration into everyday life. Conclusions, Expected Outcomes or Findings The preliminary coding of the interviews reveals several recurring analytic directions. Codes indicate processes of heightened perceptual sensitivity, including changes in attentional orientation, sensory awareness, and modes of perceiving both natural environments and social situations pointing towards shift in ways of knowing grounded in lived, embodied experience (Ingold, 2011). Participants frequently describe a shift from instrumental or performance-oriented engagement toward more receptive, relational, and process-oriented modes of being (Sewall, 1999). Further codes point to identity-related transformations, such as the legitimisation of previously marginalised ways of knowing, increased self-trust, and the integration of experiential and embodied knowledge into professional and personal self-understanding. Many accounts emphasise the role of repeated, guided practice in stabilising these changes over time. Relational and ethical dimensions also emerge strongly at the coding level. Participants report increased sensitivity to boundaries, interdependence, and responsibility in both human–nature and interpersonal relations. At the same time, codes highlight tensions, ambivalences, and structural constraints that complicate the long-term maintenance of these orientations, particularly within institutional or work-related contexts. Taken together, the preliminary findings suggest that participatory, nature-based facilitator trainings may support multi-level, long-term changes encompassing perception, self-relation, and social engagement. Ongoing analysis will further clarify how these processes interrelate and under what conditions they translate into sustained behavioural change. References Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa Davis, B., & Sumara, D. (2006). Complexity and education: Inquiries into learning, teaching, and research. Lawrence Erlbaum Associates. Ingold, T. (2021). Being alive: Essays on movement, knowledge, and description. Routledge. Ives, C.D., Abson, D.J., von Wehrden, H., Dorninger, C., Klaniecki, K. & Fischer, J. (2018). Reconnecting with nature for sustainability. Sustainability Science, 13, 1389–1397. https://doi.org/10.1007/s11625-018-0542-9 Sewall, L. (1999). Sight and sensibility: The ecopsychology of perception. New York: Penguin Putnam. Springgay, S. & Truman, S. E. (2018). Walking methodologies in a more-than-human world: Walking lab. Routledge. 30. Environmental and Sustainability Education Research (ESER)
Paper Danish Udeskole: the School-Based Approach to Foster Children’s Connection to Nature. 1: University of Derby, United Kingdom; 2: Center for Clinical Research and Prevention (CCRP), Denmark Presenting Author:The fast-developing environmental crises create new demands for education, where pupils are required more than just take on instructions and be led, but to possess the confidence equipped with strong critical, creative and collaborative skills to be able to work on sustainable solutions (Mann et al., 2022). Moreover, this variety of skills must be built on the real experiences and humans’ relationships with nature to represent an authentic desire to improve the Planetary health, which is linked to the psychological construct of nature connectedness (NC). NC is characterised by the presence of a cognitive and affective connection formed by humans towards the natural world (Passmore et al., 2025). NC has been found to bring mutual benefits to both: humans and the natural world itself as it is linked to improved mental and physical well-being in children and associated with increased pro-conservation and pro environmental behaviours (Hughes et al., 2019; Richardson et al., 2015). A study conducted by Lumber et al. (2017) demonstrated the effectiveness of the five pathways to NC. Engaging with nature through meaning, emotions, compassion, sensory contact, and beauty lead to an improved NC in people and could be used as an alternative to traditional frameworks. Barrable & Booth (2020) highlighted the importance of NC during childhood and the potential critical role of educational settings in nurturing this connection. Most educational settings worldwide provide children with some degree of contact with nature: whether through field trips, residential visits, environmental education, however, not all of them encourage NC (Beery et al., 2022). It brings the question which educational practices connect children to nature and how it is achieved. School-based outdoor education is widespread across Europe, though to varying degrees (Jucker & Von Au, 2022; Remmen & Iversen, 2023), presenting the gap between countries and educational practices. Moreover, the views on nature between nations also differ, resulting in varying levels of relationship pupils might have with the natural world (Lengieza&Swim, 2021). There is a strong call for research into how nature-based learning can be leveraged not only for academic learning, but also for its potential to contribute to broader outcomes, such as NC. The focus of this study was on Danish Udeskole as a type of outdoor education based on the curriculum and practiced regularly with the emphasis on the local environment or school grounds (Barford et al., 2016). The wealth of research on Danish Udeskole identified benefits of physical, mental, emotional, social well-being and academic success (Bentsen & Jensen, 2012; Mygind et al., 2019), however it has never been considered as nature connecting practice. Furthermore, 7-11 years is the critical age, when the start of a sharp dip in NC has been revealed (Hughes et al., 2019). Further research to prevent the decline and encourage the increase in NC levels is needed. Therefore, the research question for this study was to explore the pathways to NC within Danish Udeskole. The following objectives were set to answer the research question: Objective 1: to explore teachers views on NC within Danish Udeskole; Objective 2: to observe children and teachers during Danish Udeskole lessons; Objective 3: to identify the existing and new pathways to NC within Danish Udeskole through exploring views of teachers, observing Udeskole sessions, taking field notes and photographs. The five pathways to NC (Lumber et., 2017) were used as a framework to identify activities and pedagogical approaches within Danish Udeskole activating pathways through meaning, emotions, compassion, sensory contact, and beauty in children. Methodology, Methods, Research Instruments or Sources Used This study represented the first investigation exploring NC within Udeskole practices. It needed to involve a diversity of perspectives such as the theoretical considerations outlined in the previous work on NC and Udeskole, as well as the cultural and social factors potentially affecting the relationship with nature and educational policies, therefore, it employed the qualitative design informed by the short-term ethnographic approach (Pink & Morgan, 2013). Data collection was arranged accordingly with demands of teacher participants lives, characterised by the time constraint, allowing to record the rich accounts of their perspectives on nature education through online interviews (Phase 1) and to intensively observe live interactions between children and teachers during the Udeskole and classroom lessons in Denmark (Phase 2). Joining the Udeskole lessons ensured that complex experiences were captured by the researcher in the real-life context (Burgess, 1984; Yin, 2009). The following range of data collection methods was used: online interviews with Udeskole teachers, observations of teachers and children, informal discussions with the observed teachers and children, as well as taking field notes and photographs during Udeskole and classroom activities. Eleven Udeskole teachers were interviewed via MS Teams. Seven observations took place in the natural settings and in a standard classroom (Danish Grades 2-5 representing 7-11 years old children). Interviews, observations, field notes, and photographs were analysed with the deductive approach, providing a solid theoretical structure based on the five pathways to nature connectedness framework. At the same time, the researcher was guided by the inductive approach to allow potential discoveries of new theories or pathways to nature connectedness. Braun & Clarke’s (2022) six phases of experiential RTA were applied to analyse the data collected from interviews. Once themes had been identified using RTA, the observational data was reviewed and relevant evidence from this was integrated into the analysis. Conclusions, Expected Outcomes or Findings The analysis of interviews with teachers and observations of Udeskole and classroom lessons identified the following themes: Theme 1 (“When they have it together, it is amazing!”, the collective aspect of connecting to nature), which explored the social aspect as a crucial element in deepening children’s connection to the natural world. Theme 2 (“It is important for them to learn in the real world”: the use of scientific enquiry with senses and emotions to increase children’s connection to nature), which explored children’s disconnection from nature and emphasised the urgency of addressing of this issue within school-based education. Participants' activities encouraged children to notice and engage with the natural world through the use of senses, followed by reflective practices supporting deeper understanding and sustained engagement with environmental concepts. Pupils’ positive and negative emotional responses to natural events were acknowledged, contributing to the development of compassion. Theme 3 (“A lot of ways” to teach about nature: the significance of meaning within Udeskole) investigated educators’ own NC as a source of inspiration for outdoor teaching and their intention to encourage young people to build meaningful relationships with the natural world. Participants indicated that, despite certain challenges, the regular use of school grounds and local environments for learning enhanced the significance of children’s encounters with nature and supported the development of a sense of attachment and care for these environments. These findings partially align with Lumber et al. (2017), confirming the four (contact, meaning, emotion, compassion) out of the previously demonstrated five routes to NC such as contact, emotion, meaning, compassion and beauty. There was a significant interplay found between the pathways of contact, emotion, meaning and the new element, a scientific enquiry (or knowledge), demonstrating the phases of experiential learning and potentially representing the new pathway to NC in children. References Barrable, A., Friedman, S., & Beloyianni, V. (2024). Nature connection in adulthood: The role of childhood nature experiences. People and Nature, 6, 1571-1580. https://doi.org/10.1002/pan3.10657 Barrable, A. & Booth, D. (2020). Increasing Nature Connection in Children: A Mini Review of Interventions. Front. Psychol. 11:492. doi: 10.3389/fpsyg.2020.00492 Bentsen P. & Jensen F. (2012): The nature of udeskole: outdoor learning theory and practice in Danish schools, Journal of Adventure Education & Outdoor Learning, 12:3, 199-219: http://dx.doi.org/10.1080/14729679.2012.699806 Braun, V., & Clarke, V. (2022). Conceptual and design thinking for thematic analysis. Qualitative Psychology, 9(1), 3–26. https://doi.org/10.1037/qup0000196 Harvey, C., Hallam, J., Richardson, M., & Wells, R. (2020). The good things children notice in nature: An extended framework for reconnecting children with nature. Urban Forestry & Urban Greening, 49, 126573-. https://doi.org/10.1016/j.ufug.2019.126573 Hughes, J., Richardson, M., & Lumber, R. (2019). Evaluating connection to nature and the 10 relationship with conservation behaviour in children. Journal for Nature Conservation, 45, 11-19. 11, https://doi.org/10.1016/j.jnc.2018.07.004 Jucker, R., & von Au, J. (2022). High-quality outdoor learning: Evidence-based education outside the classroom for children, teachers and society. Springer Nature. Lumber, R., Richardson, M., & Sheffield, D. (2017). Beyond knowing nature: Contact, emotion, compassion, meaning, and beauty are pathways to nature connection. PloS One, 12(5), e0177186–e0177186. https://doi.org/10.1371/journal.pone.0177186 Mann, J., Gray, T., Truong, S. (2022). Rediscovering the Potential of Outdoor Learning for Developing 21st Century Competencies. In: Jucker, R., von Au, J. (eds) High-Quality Outdoor Learning. Springer, Cham. https://doi.org/10.1007/978-3-031-04108-2_12 Mygind, E., Kjeldsted, E., Hartmeyer, R., Mygind, L., Bølling, M., & Bentsen, P. (2019). Mental, physical and social health benefits of immersive nature-experience for children and adolescents: A systematic review and quality assessment of the evidence. Health & Place, 58, 102136–102136. https://doi.org/10.1016/j.healthplace.2019.05.014 Remmen, K. B., & Iversen, E. (2023). A scoping review of research on school-based outdoor education in the Nordic countries. Journal of adventure education and outdoor learning, 23(4), 433-451. Richardson, M., Sheffield, D., Harvey, C. & Petronzi (2016). A Report for the Royal Society for the Protection of Birds (RSPB): The Impact of Children’s Connection to Nature. Derby: College of Life and Natural Sciences, University of Derby Wells, N. M., & Lekies, K. S. (2006). Nature and the Life Course: Pathways from Childhood Nature Experiences to Adult Environmentalism. Children, Youth and Environments, 16(1), 1–24. https://doi.org/10.1353/cye.2006.0031 30. Environmental and Sustainability Education Research (ESER)
Paper Children's Nature Experiences in ECEC in Norway and Poland: A Cross-Cultural Comparative Study 1: Oslo Metropolitan University, Norway; 2: University of Warsaw, Poland; 3: The State Academy of Applied Sciences in Włocławek, Poland Presenting Author:Sustainable practices are categorized into four dimensions: social/cultural, ecological, economic, and good governance sustainability (Grindheim et al., 2019). According to Grindheim et al. (2019) optimal sustainability can be achieved only when actions for improving sustainability relate to all four dimensions. Approach to these aspects should be holistic, not linear and single-based causality focusing on one element which will help to solve the problem (Grindheim et at., 2019). Pedagogical practices and perspectives in early childhood education and care (ECEC) are influenced by various cultural factors. Differences related to curricular content, organization models and parental perspectives have been described across European countries (Eurydice, 2025; Melis et al., 2025; Sadownik, 2021; van Trijp et al., 2023). There are differing traditions and educational frameworks for ECEC in European countries (Melis et al., 2025). Focus on education in nature is particularly strongly developed in Scandinavia where play in nature is specially valued (Heggen, 2015; Sageidet, 2014; Borge et al., 2003). In contrast, other European countries have guidelines that are more focused on formal school readiness (Heggen, 2016; Melis et.al, 2025). Experience with nature is recognized as important for children's health, wellbeing and development across cultural contexts (Zwierzchowska & Lupa, 2021). Nature experience has been linked to developmentally favorable effects including positive physical, cognitive, and emotional outcomes. Further, nature contact in early childhood is linked to the formation of children’s relationship to nature and the formation of attitudes is linked to the protection of nature (Chawla, 2007). Heggen (2016) points that the approach to ecological sustainability with young children in Norway is grounded in the idea that adults should let children learn to love nature which will cultivate a sense of environmental connectedness. Norwegian ECEC centres excel in two dimensions of sustainability: social/cultural sustainability, as well as ecological sustainability (Grindheim et al., 2019; Heggen, 2016; Storvik, 2020). Outdoor play and pedagogy have long traditions in Norwegian ECEC (Lysklett & Berger, 2017). Children in Norway spend a large amount of time in ECEC centres outdoors and child-dominated activities and free play appear predominant during outdoor time (Moser & Martinsen, 2010). This creates an opportunity for children to come in direct contact with nature. The Polish traditional model of child-raising, contrary to the Scandinavian model “does not assume toughening of the body according to the principle >a healthy mind in a healthy body<, but it overprotects children against unfavorable weather conditions” (Ordon, 2019, p. 115). However, at least to some extent, the use of outdoor areas and neighbouring green spaces is also a part of the Polish ECEC tradition. In a study of Polish ECEC centres, 45% reported taking the children outside at least once a week (Zwierzchowska & Lupa, 2021). Approaches in Norway and Poland are good examples showing that across cultures, ECEC centres tend to differ in how much direct experience with nature they provide to children. They will also differ in how much they formally or informally teach children about nature. In this study, we wanted to investigate the potential variance in these two types of experiences by analysing data about children from two cultures, Norwegian and Polish, that seem to differ in their emphasis on direct and mediated experience with nature. Two hypotheses guide the study: 1. Norwegian children are more exposed to nature than Polish children during time spent in ECEC centres. 2. Nature activities are more often mediated in Polish ECECs than in Norwegian ones. Methodology, Methods, Research Instruments or Sources Used The study was conducted as part of a larger cross-cultural project with Polish and Norwegian preschoolers, their parents and teachers, entitled PolkaNorski. In this part of the study, we analyse and discuss children's experience with nature based on questionnaires for teachers in Norway and Poland. We collected information about the ECEC centres’ working methods, educational approaches to children's learning and play in nature, and teacher’s competence and training in this domain and outdoor facilities. These measures were used to create a composite score representing children’s mediated and direct experience with nature at ECEC. We recruited teachers employed at preschools attended by children participating in the PolkaNorski project and asked them to complete a questionnaire. In both countries, the research assistants contacted ECEC centres in a variety of locations. The data were collected between May 2023 and June 2024. A subset of 18 items from the questionnaire was included in the composite measure of mediated experience. In each one of them, the teacher could score from 0 (lack of mediated experience) to 1 (existence of mediated experience). This included questions with Likert-scale answers, as well as questions with the possibility of freely entering number of hours. The answers to the latter type of questions were then standardised. Therefore, in the measure of the mediated experience, it was possible to score from 0 to 18. A subset of 8 items was related to direct experience. Of these, 4 were related to the frequency of being outdoors at different seasons of the year, and 4 were related to types of locations children visit on their outings, and the educational approaches. In further analysis, we decided to look at those two subsets of the direct experience separately, as they represent two differing perspectives on outdoors experience. The frequency of being outdoors in each season was measured on an ordinal scale. Subsequently, the teachers' responses were transformed so that for each season a score could be obtained from 0 (indicating no going out at all in that season) to 1 (indicating a great deal, i.e. more than 6 hours per day, of time spent outside). In this variable, we were not looking at the difference measured in specific hours spent outdoors, but rather the more generalized frequency of those outings. Conclusions, Expected Outcomes or Findings The study will provide empirical evidence for cultural differences in children's nature experience. Norwegian children spend more time outdoors and have less mediated contact with nature than Polish children. More outdoor time and less mediated nature experiences in Norway is in line with a tradition valuing free play and exploration which helps to cultivate a sense of environmental connectedness. This approach is contrasted by the Polish culture, putting more emphasis on learning about nature, eg. names of species and ecology. We argue for the value of mutual cross-cultural interest in different approaches to building children's connection with nature and ecological awareness. Drawing on good practices from both Norwegian and Polish approaches, we can enrich pedagogical strategies in ECEC centers. The results may contribute to greater awareness and reflection on how preschool teachers can enhance children's nature experience and knowledge about nature-related topics. The results can also help practitioners become more aware of cultural differences. Valuing these differences and maintaining open dialogue with parents from different cultures, practitioners can better understand the potential pros and cons for the different approaches for children's development and learning. This can support their efforts to enhance social/cultural sustainability as well as other dimensions of sustainability. References Chawla, L. (2007). Childhood Experiences Associated with Care for the Natural World: A Theoretical Framework for Empirical Results. Children, Youth and Environments, 17(4), 144-170. https://doi.org/10.1353/cye.2007.0010 Eurydice, E. C. E. (2025). Key data on early childhood education and care in Europe – 2025. Eurydice report. Grindheim, L. T., Bakken, Y., Hauge, K. H., & Heggen, M. P. (2019). Early Childhood Education for Sustainability Through Contradicting and Overlapping Dimensions. ECNU Review of Education, 2(4), 374–395. https://doi.org/10.1177/2096531119893479 Heggen, M. P. (2016). Education for Sustainable Development in Norway. In J. Siraj-Blatchford, C. Mogharreban, & E. Park (Eds.), International Research on Education for Sustainable Development in Early Childhood. International Perspectives on Early Childhood Education and Development (Vol. 14, pp. 91-102). Springer, Cham. https://doi.org/10.1007/978-3-319-42208-4_7 Lysklett, O. B., & Berger, H. W. (2017). What are the characteristics of nature preschools in Norway, and how do they organize their daily activities? Journal of Adventure Education and Outdoor Learning 17(2), 95-107. https://doi.org/10.1080/14729679.2016.1218782 Melis, C., Borg, F., & Falcicchio, G. (2025). Sustainability in early childhood education: a comparison among national curricula in Italy, Norway and Sweden. Environmental Education Research, 1-22. https://doi.org/10.1080/13504622.2025.2505954 Moser, T., & Martinsen, M. T. (2010). The outdoor environment in Norwegian kindergartens as pedagogical space for toddlers' play, learning and development. European Early Childhood Education Research Journal, 18(4), 457-471. https://doi.org/10.1080/1350293X.2010.525931 Ordon, U. (2019). Forest Nursery Schools and the Need for Health and Ecological Education Among the Youngest. Edukacja Elementarna w Teorii i Praktyce, 3(53), 111-120. Sadownik, A. R. (2021). Princesses (Don’t) Run in the Mud: Tracing the Child’s Perspective in Parental Perceptions of Cultural Formation Through Outdoor Activities in Norwegian ECEs. In L. T. Grindheim, H. V. Sørensen, & A. Rekers (Eds.), Outdoor Learning and Play: Pedagogical Practices and Children’s Cultural Formation (pp. 61-78). Springer International Publishing. https://doi.org/10.1007/978-3-030-72595-2_4 van Trijp, C. P. J., Broekhuizen, M. L., Moser, T., Barata, M. C., & Aguiar, C. (2023). Parental perspectives on ECEC settings that foster child well-being: a comparison across nine European countries. International Journal of Early Years Education, 31(3), 579-597. https://doi.org/10.1080/09669760.2022.2114319 Zwierzchowska, I., & Lupa, P. (2021). Providing contact with nature for young generation-A case study of preschools in the City of Poznań, Poland. Urban Forestry & Urban Greening, 65, 127346 | ||