Promoting connectedness with nature through environmental education

TLDR

A positive human–nature relationship is considered vital for addressing environmental challenges, yet most environmental education studies have focused on knowledge or attitudes rather than fostering actual connectedness with nature. This study aimed to compare connectedness with nature across age and academic track groups and to determine whether a four‑day environmental education program could promote and sustain such connectedness. Using a pre‑post‑retention design, researchers administered a water‑focused four‑day program at a school field centre and measured changes in connectedness with the Inclusion of Nature in Self (INS) scale among 9–10‑year‑olds and 11–13‑year‑olds. Results showed that younger children and university‑track pupils had higher baseline INS scores, that the program produced a robust short‑term increase in both age groups, but only the younger pupils maintained the gain after four weeks, suggesting that strengthening connectedness is more sustainable before age 11.

Abstract

It has been suggested that a positive human–nature relationship is essential for countering today's environmental problems. Prior environmental education research has focused largely on knowledge or attitudinal outcomes, and few studies have examined the ability of environmental education programmes to promote connectedness with nature. Therefore, our goal was to (1) examine differences in connectedness with nature among a sample of children with differing ages and academic tracks, and (2) investigate whether environmental education can help promote and sustain connectedness with nature. With a pre-, post- and retention test design, we assessed a comprehensive four-day environmental education programme on water at a school field centre, using the inclusion of nature in self (INS) scale to identify the change in connectedness of 9–10-year-old pupils and 11–13-year-old pupils. We found that younger children and university-track pupils had higher INS scores than older children and general-education-track pupils, respectively. Participating in environmental education resulted in a robust short-term increase in connectedness with nature in both age groups. However, only the younger pupils' connectedness remained sustained four weeks following the treatment. Environmental educators should keep in mind that strengthening connectedness to nature is more sustainable before the age of 11.