Christina A. Christie, University of California, Los Angeles | Laís Fleury, Ana Lúcia Villela, The Alana Foundation

No Child Left Inside: Nature-Based Education as Holistic Approach to Climate Resilience and Sustainable Development

“In the end we will conserve only what we love;
we will love only what we understand;
and we will understand only what we are taught.”
Baba Dioum, 1968 IUCN General Assembly

This paper explores Nature-Based Education (NBE) as a transformative approach to addressing the global climate crisis at the local level and fostering sustainable development. By integrating environmental learning with traditional academic subjects, NBE offers a holistic educational model that enhances cognitive and academic outcomes and promotes emotional and social development, community engagement, and climate resilience. This paper outlines some of the theoretical foundations of NBE, its practical implementations, and its potential impact on creating a generation of environmentally conscious and action-oriented global citizens.

Introduction

We stand at a critical juncture in our journey as a species and as stewards of our planet. The threats posed by climate change are pervasive, impacting every facet of our existence. And while children have not contributed to this crisis, it disproportionately affects them. A comprehensive report prepared in 2021 by the United Nations delineates the severity of the Earth’s triple environmental emergency: climate change, biodiversity loss, and pollution (UN, 2021) and the impacts of this poly-crisis – resulting from the interconnected and escalating nature of multiple global crises such as food scarcity, lack of potable water, migrations, epidemics, droughts, floods, and heat waves – are particularly acute for children, due to their unique developmental characteristics (UNICEF, 2016). It should be alarming to all to note that more than one in four deaths of children under the age of five is directly or indirectly related to environmental hazards (WHO, 2017).

In addition to the impacts of climate change, children are experiencing another interconnected crisis, which is less often discussed. The quality and quantity of children’s access and connection to the natural world significantly declined. Ailton Krenak, a Brazilian Indigenous leader of the Krenak ethnicity, argues that the primary cause of the socio-environmental crises we face today is the disconnection of Western humans from the living organism we belong to – the Earth (Krenak, 2019).

The severity of the human impact on the planet mustn’t be merely a forecast of doom but a catalyst for change. To this end, we argue that a progressive, transformative education agenda should be central to global resilience and societal transformation efforts. This agenda should equip individuals as agents of change, actively engaging them in developing and implementing solutions through new technologies, effective policies, or sustainable business models. Achieving this requires acknowledging the disconnect observed by Ailton Krenak and a profound transformation in how we engage children in learning that involves restoring children’s fundamental space for exploration and experimentation – nature – granting them the right to a healthy environment and the experience of perceiving nature as a living being deserving of respect. Such an approach is essential for developing an understanding of and respect for interdependence, which is crucial for our survival (Louv, 2008).

Education as a Solution

Our complex global climate change emergency necessitates innovative solutions and collective action, with education being one of the most powerful tools at our disposal. The United Nations and other agencies are pivotal in shaping global responses to climate and biodiversity crises, which includes ways in which education could and should be a central piece of climate resilience and societal transformation. General Comment 26 of the UN Committee on the Rights of the Child underscores the importance of ensuring that all children have access to an education that prepares them to face environmental and climate challenges (UNCRC, 2021). Opportunities for education, as mandated in the UNFCCC Paris Agreement and the Convention on Biological Diversity Kunming-Montreal Global Biodiversity Framework (KM-GBF), are mobilizing governments around the world to include climate education and biodiversity education in their national curricula, National Adaptation Plans (NAPs), and Nationally Determined Contributions (NDCs) as never before (UNFCCC, 2015; CBD, 2020).

Globally, educational systems must transform to ensure that every child engages with the climate crisis both inside and outside the classroom. Schools should become centers of climate resilience, fostering access to and connection with nature for children, youth, and their families. (Green Education Partnership – UNESCO) They should facilitate the development of knowledge and skills that empower young people as change agents for the green transition our societies need to survive. Nature-based education (Sobel, 2013) can ground this transformation by reimagining schools, curricula, spaces, and communities by providing a pathway to develop resilient, aware, and ecologically literate people who are prepared to take on our climate challenges now, not tomorrow, with knowledge, passion, compassion, and care.

Nature-Based Education: A Whole-Child Development Approach.

As climate change and environmental degradation become increasingly prominent global concerns, education systems worldwide seek innovative approaches to foster environmental stewardship, resilience, and sustainability. One such promising approach is Nature-Based Education (NBE). Nature-based education is rooted in the belief that direct interaction with nature is essential for whole-child development by integrating environmental learning with academic subjects and social-emotional learning and emphasizing the interconnectedness of humans and nature in communities and globally.

Starting with early childhood, it should emphasize nature, fostering skills like problem-solving and empathy (Wilson, 2012). As they progress through school, learners explore the environmental, social, and economic dimensions of climate change, linking scientific principles with concepts of justice, as nature provides a learning space for culture, diversity, languages, investigating natural phenomena, and problem-solving. This prepares learners to advocate for sustainability and climate resilience at higher levels of education (Sterling, 2010). For neurodiverse learners, NBE provides an inclusive and supportive learning environment that caters to diverse learning needs. The sensory-rich experiences offered by nature can be particularly beneficial for students with autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD), who often thrive in settings that allow for movement and sensory engagement. The calming effects of nature can help reduce anxiety and improve focus, making learning more accessible and enjoyable for neurodiverse students.

Integrating Indigenous knowledge into NBE provides all students a richer, more diverse educational experience. Indigenous communities possess a wealth of traditional ecological knowledge developed over millennia. This knowledge includes sustainable practices and a deep understanding of local ecosystems, which can enhance NBE curricula.

NBE benefits individual students and has the potential to enhance community resilience. Schools that adopt NBE practices often become hubs for environmental education and action, influencing the broader community. Projects that involve students, parents, and community members in environmental initiatives create a culture of sustainability and resilience. Urban schools face unique challenges in implementing NBE due to limited access to natural spaces. However, innovative solutions such as green roofs, urban forests, and natural playgrounds can bring nature into urban school settings.

Educated and environmentally conscious students are more likely to engage in policy advocacy and environmental stewardship. NBE encourages students to participate in climate action initiatives, equipping them with the skills and confidence to advocate for local, national, and global sustainable practices (Sterling, 2016). Programs that involve students in climate strikes and public speaking events amplify their voices, influencing policy decisions and promoting environmental justice.

This paper aims to provide an overview of Nature-Based Education, exploring some of its theoretical foundations, practical implementations, and potential impact on creating environmentally conscious and action-oriented individuals. We argue that NBE is an educational reform and an essential evolution toward a sustainable and resilient future.

Theoretical Foundations of Nature-Based Education

Nature-Based Education (NBE) is grounded in a rich array of educational theories and pedagogical approaches emphasizing the importance of experiential learning and connection to the natural world. These theoretical underpinnings provide a robust framework for understanding how direct experiences with nature can facilitate deep, meaningful learning and foster a sense of environmental stewardship. By synthesizing various educational philosophies, NBE creates a comprehensive approach to education that addresses not only academic goals but also the broader developmental needs of students in the context of our rapidly changing environment.

As originally described by John Dewey, experiential learning theory grounds NBE by providing a framework for understanding the learning process through direct experiences with nature. Experiential learning describes a cyclical process involving four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. This theory aligns closely with the principles of NBE, emphasizing the importance of direct, hands-on experiences in the learning process.

In the context of NBE, direct experiences with nature initiate the learning cycle. For example, a student might experience the life cycle of a butterfly in a school garden. This experience leads to reflective observation, where students consider what they have seen and how it relates to their knowledge and understanding of butterflies. The abstract conceptualization stage follows, where the student might connect their observations to broader concepts of life cycles and ecosystems. Finally, in the active experimentation stage, the student might design an experiment to test how environmental factors affect butterfly development. This cyclical process allows students to engage with environmental concepts in an intellectually stimulating and emotionally resonant way. The tactile, sensory-rich experiences nature provides help to strengthen neural connections and facilitate more profound understanding and retention of knowledge. Moreover, the experiential learning approach of NBE aligns well with students’ diverse learning styles, ensuring that visual, auditory, and kinesthetic learners can all engage with the material in ways that best suit their individual preferences.

In addition to stand-alone lessons, experiential learning theory in NBE informs the overall structure of nature-based curricula. Educators design learning sequences that guide students through the experiential learning cycle, ensuring that reflection, conceptualization, and application opportunities follow concrete nature-based experiences. This approach helps students develop a deep understanding of environmental concepts and the critical thinking and problem-solving skills necessary to address complex ecological challenges.

As Sobel (2013) described, place-based education offers a complementary grounding for NBE. Place-based education emphasizes the importance of using the local community and environment as a starting point for teaching concepts across the curriculum. Notably, a key tenant of placed-based education supports the argument that learning is most effective when contextualized within the learner’s immediate surroundings and lived experiences. This approach aligns closely with the goals of NBE.

In the context of NBE, place-based education encourages students to connect with their immediate natural surroundings, fostering a sense of place and environmental stewardship. This has several key benefits that contribute to the effectiveness of nature-based learning experiences. First, it makes learning more relevant and engaging by grounding abstract concepts in the familiar context of the local environment. For example, studying local watershed ecology can make principles of hydrology and ecosystem interdependence more tangible and meaningful to students. Second, it promotes a deeper understanding of local environmental issues and challenges. By studying their local ecosystems, students become more aware of the specific environmental concerns affecting their communities, which can inspire a sense of responsibility and a desire to take action. This local focus can serve as a gateway to understanding broader global environmental issues, as students learn to extrapolate from their local experiences to consider larger-scale ecological challenges.

Furthermore, NBE encourages community engagement and intergenerational learning. Students may interact with local experts, community members, and traditional knowledge holders during their learning experiences. This enriches their understanding of local environmental knowledge, strengthens community ties, and helps students see themselves as part of a more extensive ecological and social system.

The integration of place-based education principles in NBE also supports interdisciplinary learning. The local environment can serve as a unifying theme that integrates various subjects, from science and math to history and art. For instance, a study of a local river might involve scientific water quality testing, mathematical analysis of flow rates, historical research on human use of the river, and artistic representations of the river ecosystem. This interdisciplinary approach helps students develop a holistic understanding of environmental systems and their relationship to human society.

Systems thinking is another congruent framework for NBE, as it provides a framework for understanding complex, interconnected systems (Rohanna & Christie, 2023). This approach emphasizes recognizing patterns, relationships, and feedback loops in natural and human systems. In NBE, systems thinking is applied to help students understand the complex web of relationships in ecosystems, the global climate system, and human-nature interactions. Integrating systems thinking in NBE curricula helps students develop several crucial skills. They learn to identify the various components of environmental systems and trace their connections. Students also develop the ability to recognize feedback loops and to understand how these loops can lead to either stability or change within a system. Moreover, systems thinking in NBE encourages students to consider multiple perspectives and to recognize the often-unintended consequences of human actions on ecological systems.

Nature-based education also draws on theories of social-emotional learning, recognizing that connection with nature can foster empathy, self-awareness, and social skills (Goleman, Bennett & Barlow, 2012). This element of NBE contributes to the whole child’s development, preparing them both academically and emotionally to face environmental and other life challenges. The integration of social-emotional learning in NBE is based on a growing body of research demonstrating the positive effects of natural experiences on emotional well-being and social development.

A central aspect of social-emotional learning in NBE is the development of empathy, not just for other humans but all living things. Regular contact with nature has increased empathy and compassion as students develop a deeper understanding of and connection to the natural world (Goleman, Bennett & Barlow, 2012). This expanded circle of empathy can lead to more respectful environmental behaviors and a deeper commitment to conservation efforts.

Nature experiences in NBE also reduce stress and improve emotional regulation (Ríos-Rodríguez, Rosales, Hernández, & Lorenzo, 2024). Time spent in nature has been linked to reduced stress levels, improved mood, and enhanced ability to cope with life's challenges. These benefits are significant in the context of increasing rates of anxiety and depression among youth. By incorporating regular nature experiences into education, NBE provides students with valuable tools for managing stress and maintaining emotional well-being.

Additionally, NBE fosters the development of social skills through cooperative outdoor activities. Many nature-based learning experiences involve group work, whether it’s conducting field research, maintaining a school garden, or participating in conservation projects. These activities provide opportunities for students to develop teamwork, communication, and leadership skills. These shared experiences in nature can also strengthen social bonds among students, creating a more positive and supportive learning environment (Ríos-Rodríguez, Rosales, Hernández, & Lorenzo, 2024).

Resilience development and self-reflection are other important outcomes of social-emotional learning in NBE. Overcoming challenges in natural settings, whether completing a difficult hike or solving an environmental problem, can build resilience and self-efficacy. These experiences help students develop the confidence and skills to face and overcome obstacles in their personal lives and in addressing larger environmental challenges. Nature experiences can also promote mindfulness and self-reflection, contributing to enhanced self-awareness. Activities such as nature journaling or solo time in natural settings encourage students to tune into their thoughts, feelings, and sensory experiences, fostering a deeper understanding of themselves and their place in the natural world.

In sum, the theoretical foundations of Nature-Based Education described here draw from well-known and understood educational and psychological theories. By integrating experiential learning, place-based education, systems thinking, and social-emotional learning, NBE creates a robust framework for educating the whole child. This approach enhances academic learning and fosters the development of environmentally conscious, emotionally intelligent, and socially responsible individuals equipped to face the complex challenges of the 21st century.

Some Key Components of Nature-Based Education

Nature-based education (NBE) is distinguished from traditional educational approaches by several key components. These components create a holistic learning environment that fosters deep connections with nature, enhances academic learning, and promotes environmental stewardship.

The emphasis on outdoor learning environments is central to NBE. This recognizes that nature itself is a powerful teacher, offering rich, multisensory experiences that cannot be replicated in a traditional classroom setting. Outdoor learning environments in NBE can range from school gardens, and local parks to more extensive natural areas like forests, wetlands, or coastal regions. The benefits of outdoor learning environments are multifaceted. Research has shown that outdoor learning environments can improve cognitive function, creativity, and problem-solving skills (Kuo, Barnes, & Jordan, 2019). The natural world provides a wealth of stimuli that engage multiple senses and promote active learning. Outdoor learning naturally incorporates physical activity, contributing to improved fitness levels and overall health (McCurdy et al., 2010). Exposure to natural environments has been linked to reduced stress levels and improved mental well-being (Chawla, 2015). Importantly, outdoor environments provide real-world contexts for academic concepts, making learning more relevant and memorable. Direct experiences in nature foster a deeper understanding of ecological processes and environmental issues (Cheng & Monroe, 2012).

Implementation of outdoor learning environments can take various forms. For example, school gardens serve as living laboratories for studying plant biology, food systems, and sustainable agriculture. Nature trails with established paths in natural areas can be used for guided exploration and independent study. Outdoor classrooms, designated spaces equipped with seating and teaching tools, allow traditional lessons to be conducted in a natural setting. Green schoolyards, created by transforming traditional asphalt playgrounds into diverse natural spaces, provide daily access to nature.

By definition and design, NBE employs an interdisciplinary approach, integrating environmental concepts across various subjects. This integration demonstrates the interconnectedness of natural systems with human knowledge domains and provides multiple entry points for students to engage with environmental learning. Key aspects of interdisciplinary curriculum integration in NBE include cross-curricular connections, where environmental themes are woven into traditional subjects, illustrating the relevance of nature to all areas of study.

Examples of interdisciplinary integration in NBE are diverse and creative. In mathematics, students might analyze data on local biodiversity, calculate carbon footprints, or model population dynamics. Language arts classes could involve writing nature poetry, crafting persuasive essays on environmental issues, or studying nature-themed literature. Social studies courses might explore the cultural significance of local landscapes, study the history of human-nature interactions, or examine environmental policy. Art classes might focus on creating artwork inspired by nature, designing sustainable architecture, or using natural materials in sculptures. Physical education could incorporate outdoor activities like hiking, kayaking, or orienteering that connect physical fitness with nature exploration.

NBE extends beyond the school grounds, involving students in community-based and engaged environmental projects. This fosters a sense of civic responsibility and empowers students to act on environmental issues in their local communities (Smith & Sobel, 2010). Community engagement in NBE can take many forms. Partnerships with local environmental organizations, such as conservation groups, wildlife rehabilitators, or botanical gardens, provide students with expert knowledge and real-world conservation efforts. Creating and implementing public awareness campaigns, such as educating the community about local environmental issues, develops students' communication and advocacy skills. Engaging with older community members in well-designed intergenerational learning opportunities results in learning about local environmental history and traditional ecological knowledge. Community-engaged eco-entrepreneurship projects encourage students to develop and implement sustainable business ideas that address local environmental challenges. For instance, the EcoRise Youth Innovations program engages students in identifying sustainability challenges in their communities and developing innovative solutions, often in collaboration with local businesses and organizations.

Many NBE programs incorporate traditional ecological knowledge from Indigenous communities, recognizing the value of long-standing, sustainable practices and holistic worldviews (Barnhardt & Kawagley, 2005). This integration serves multiple purposes. It broadens perspectives by introducing students to diverse ways of knowing and understanding nature. It supports cultural preservation by aiding in preserving and transmitting Indigenous knowledge. Indigenous perspectives often emphasize the interconnectedness of humans and nature, which fosters respect and understanding for Indigenous cultures and their relationship with the land. Examples of Indigenous knowledge integration in NBE include learning traditional plant uses and harvesting techniques, studying Indigenous land management practices such as controlled burning, exploring creation stories and their ecological teachings, practicing traditional crafts using natural materials, and learning about seasonal cycles and traditional ecological calendars

Benefits of Nature-Based Education

Research has demonstrated numerous benefits of Nature-Based Education across various domains. For example, it is well-documented that education enhances academic performance across multiple subjects (Wilton, Gonzalez-Niño, McPartlan, Terner, Christoffersen, & Rothman, 2019). We mention only some of the benefits here to highlight the impact of NBE on learning and well-being.

The cognitive benefits of NBE are far-reaching. Outdoor environments are complex and ever-changing and provide rich context opportunities for developing critical thinking and problem-solving skills. Ernst and Monroe (2004) showed that students in environment-based programs scored higher on critical thinking measures than their peers in traditional programs. This finding points to the potential of NBE to foster higher-order cognitive skills. These cognitive benefits improve overall academic performance and prepare students for the complex problem-solving required in addressing global environmental challenges. Additionally, and in support of the argument that NBE supports whole-child education, exposure to natural environments has been linked to improved attention capacity and concentration. For example, Kuo and Taylor (2004) found that children with ADHD showed reduced symptoms after spending time in green outdoor spaces, suggesting that nature-based experiences can help mitigate attention deficit issues.

Engagement with nature through NBE has been linked to improved physical health outcomes. The physical health benefits are numerous and significant. Outdoor learning naturally incorporates more physical activity into the school day. Studies have shown that children are more physically active in greener environments (Dyment & Bell, 2008). This increased physical activity can contribute to better overall fitness and help moderate the growing problem of childhood obesity while providing challenges that help develop gross and fine motor skills. Exposure to diverse microbiomes in natural environments can also strengthen the immune system, and natural light helps regulate circadian rhythms, potentially leading to improved sleep patterns. These physical health benefits contribute to students’ overall well-being and create a foundation for lifelong health and active engagement with the natural world.

NBE has also been associated with improved mental health outcomes for students. Learning in nature and green spaces has been shown to reduce stress and anxiety levels. Engagement with nature has been linked to improved mood and self-esteem. Regular contact with nature contributes to overall psychological well-being. Capaldi et al. (2014) examined a significant positive relationship between nature connectedness and happiness. Barton and Pretty (2010) found that even short-term exposure to green exercise improved self-esteem and mood across all age groups. This suggests that NBE can almost immediately positively affect mental health, leading to overall life satisfaction and well-being.

Case Studies in Nature-Based Education

Several programs and initiatives around the world demonstrate the successful implementation of NBE principles. These case studies provide valuable insights into the diverse approaches to NBE and their impacts on students, communities, and the environment. Here, we present those with which we are most familiar.

The Edible Schoolyard Project

Founded by Alice Waters in Berkeley, California, the Edible Schoolyard Project integrates gardening and cooking into the school curriculum. This program demonstrates how NBE can be applied in urban settings, connecting students with the food system and promoting healthy eating habits. Several key features characterize the Edible Schoolyard Project. It centers around a one-acre organic garden and kitchen classroom, providing hands-on learning experiences from seed to table. The program integrates gardening and cooking into core academic subjects, demonstrating the interconnectedness of food systems with various areas of study. There is a strong focus on environmental stewardship and social responsibility, encouraging students to consider the broader implications of food production and consumption. The project also emphasizes community engagement through shared meals and events, extending its impact beyond the school grounds.

Castillo et al. (2023) documented several positive outcomes from the Edible Schoolyard Project. Students demonstrated improved nutritional knowledge and healthy eating habits, suggesting that hands-on experiences with food production can influence dietary choices. The program enhanced students’ understanding of ecological principles and sustainable agriculture, providing a practical context for these complex concepts. Increased student engagement and academic performance were observed, particularly in science subjects, indicating that the hands-on nature of the program can boost overall academic interest and achievement. Students developed essential life skills such as teamwork, problem-solving, and communication through their participation in gardening and cooking activities.

It has fostered stronger community connections and increased parental involvement in school activities, extending its impact beyond the students.

The success of the Edible Schoolyard Project has inspired similar programs across the United States and internationally. For example, the Stephanie Alexander Kitchen Garden Foundation in Australia has implemented kitchen garden programs in over 1,000 schools nationwide. This widespread replication demonstrates the adaptability and appeal of this NBE model.

Criativos da Escola Program

The project The Amazon: A Natural Laboratory,[1] part of the initiative implemented by The Alana Foundation, Criativos da Escola program, and part of the global Design for Change movement, illustrates how using local natural resources can transform education and enrich the curriculum. Faced with the lack of a science laboratory and overly theoretical classes, Escola Estadual Professora Maria Belém students in Barreirinha, Amazonas, Brazil, decided to use the Amazon Rainforest as a natural laboratory. Students participate in field trips where they learn about the region’s biodiversity, exploring various species of plants, fungi, and snakes. This project makes learning more dynamic and engaging and connects students directly with nature, promoting a deeper and more sensory understanding of scientific content.

Traditional knowledge and intergenerational wisdom can and should be integrated into the curriculum, bringing a more territory-contextualized perspective to education. An exemplary project in this regard is the Plantas Medicinais,[2] developed by Colégio Estadual do Rio do Antônio, in Bahia, Brazil, also part of the initiative of The Alana Foundation’s Criativos da Escola program. This project is focused on the use of medicinal plants in the municipality and arose from the initiative of a group of students, guided by a teacher, to explore the theme. Community-based survey data revealed to the students that medicinal plant knowledge passed down from generation to generation was being gradually forgotten. Through interviews with community elders, the students documented stories about how these plants were used by their grandparents and great-grandparents, illuminating rich traditional knowledge. To preserve and promote this knowledge, the students created a book that documents the medicinal plants, their functions, and contraindications, allowing these understandings to be understood, appreciated, and used by teachers and future generations. The project not only highlighted the importance of medicinal plants as a practical and accessible alternative to pharmaceutical remedies but also strengthened the relationships between generations, showing that nature is a trustworthy source of medicine. It also centers on traditional community knowledge, beliefs, and values, thus promoting respect, justice, and equity of experience, voice, faith, and positionality.

Another example of NBE is Cruzando os Sertões da Mata Branca[3] (also a program of the Alana Foundation’s Criativos da Escola). The students at Lucas Emmanuel Lima Pinheiro Vocational School in Iguatu, Ceará, developed this program that focuses on the unique Caatinga biome, which is exclusively Brazilian and critically endangered, with over 40% already devastated. Initially, students were surprised when their teachers instructed them to skip the textbooks, as they did not adequately cover the content of biomes. This signified to the students that there was a significant gap in their knowledge about the Caatinga. To address this, they created a garden of endemic species at their school and conducted field trips to explore the Caatinga firsthand. They also drafted a bill approved by the City Council, proposing public policies for preserving and conserving the Caatinga, demonstrating their ability to influence policy and promote environmental justice.

Chinis

The Chinis program, implemented by the Alana Foundation in both Los Angeles, California, and Novo Hamburgo, Brazil, offers a compelling example of how nature-based education can be adapted to diverse cultural and environmental contexts. This program integrates nature into the daily curriculum, serving as a model for global NBE approaches.

A key feature of the Chinis program is its emphasis on daily nature-based activities integrated into the curriculum, ensuring that students engage with nature as a regular part of their learning. This consistent exposure helps to normalize nature connections and reinforces the idea that the natural world is an integral part of education and daily life. The program involves a significant transformation of school grounds into natural learning spaces. This physical change in the school environment serves multiple purposes. It provides readily accessible natural areas for daily learning activities, increases biodiversity on school grounds, and serves as a visible demonstration of the school’s commitment to environmental education. The process of creating these spaces is driven by students, giving them hands-on experience in ecosystem design and management.

The Chinis program also involves parents and community members in creating and maintaining green spaces. This community engagement approach extends the program's impact beyond the school, fostering a broader culture of environmental stewardship. It also provides opportunities for intergenerational learning and strengthens the connection between the school and the wider community. The program also prioritizes developing emotional bonds between children and nature. This emphasis on the affective dimension of nature connections aligns with research showing that emotional affinities with nature are powerful predictors of pro-environmental behaviors (Kals et al., 1999). The program aims to create a lasting foundation for environmental stewardship by fostering these emotional connections.

Another important aspect of the Chinis program is its emphasis on local biodiversity and ecosystems. By focusing on the natural environment specific to each location, the program helps students develop a strong sense of place and an understanding of their local ecology. This local focus makes the learning more relevant and tangible for students.

The Alana Foundation (2023) reported several positive outcomes from the Chinis program. Students showed increased engagement and enthusiasm for learning, suggesting that the nature-based approach enhances overall educational experiences. Improved academic performance was observed across multiple subjects, indicating that the benefits of NBE extend beyond environmental education to general academic achievement. The program also led to enhanced social-emotional development and stress reduction among students. This finding aligns with broader research on the mental health benefits of nature exposure (Chawla et al., 2014) and underscores the potential of NBE to support overall student well-being.

Importantly, the program fostered greater environmental awareness and pro-environmental behaviors among students and their families. This outcome suggests that the program’s effects extend beyond the school, potentially influencing broader community attitudes and behaviors toward the environment.

Implementing the Chinis program in the United States and Brazil demonstrates adaptability across different cultural and environmental contexts. This cross-cultural success provides valuable insights into the global potential of NBE approaches. It offers a model for how such programs can be tailored to local needs and conditions while maintaining core principles.

Policy Implications

As the global community increasingly recognizes the urgency of addressing climate change and environmental degradation, Nature-Based Education is poised to play a crucial role in shaping education policies and practices. We argue that countries should first consider integrating NBE principles into their national curricula, recognizing its potential to address multiple educational and environmental goals simultaneously. This integration represents a significant shift in educational policy and practice, with far-reaching implications for preparing climate-conscious populations.

Reforms should support comprehensive curriculum transformation that places environmental literacy and sustainability at the core of national education frameworks. This would involve reimagining curriculum standards across all subject areas to incorporate environmental themes and sustainability principles. For example, mathematics curricula could emphasize data analysis related to climate change, while literature courses could incorporate more texts exploring human-nature relationships. Policy implications of this curricular integration are significant. Alignment with the United Nations’ Sustainable Development Goals, particularly SDG 4 (Quality Education) and SDG 13 (Climate Action), provides a framework for this integration (United Nations, 2015). National education policies would need to be revised to explicitly include environmental literacy and sustainability as core educational outcomes.

Finland’s National Core Curriculum for Basic Education, implemented in 2016, provides a case study of how NBE principles can be integrated into national curricula. This curriculum integrates sustainability and eco-social understanding across all subjects and emphasizes phenomenon-based learning, which aligns closely with NBE principles (Finnish National Agency for Education, 2016). The Finnish example demonstrates that comprehensive integration of NBE principles into national curricula is possible and practical.

Pre-service and in-service teacher education programs should incorporate NBE methodologies, preparing educators to effectively implement nature-based learning in their classrooms. This shift in teacher preparation is crucial for the adoption and success of NBE approaches. This would involve not just adding separate courses on environmental education but infusing NBE approaches throughout the teacher preparation program. For example, courses on instructional methods could include strategies for outdoor learning, while child development courses could explore the impact of nature experiences on cognitive and social-emotional growth.

Developing specialized NBE certifications or degree programs focused on sustainability education is needed to support the successful classroom implementation of curricular reforms. These advanced programs could provide in-depth training for educators who wish to specialize in NBE or take leadership roles in implementing these approaches in their schools or districts. Such programs should include intensive field experiences, advanced ecology and environmental science coursework, and curriculum development training for NBE.

Creating comprehensive, career-long professional learning pathways for in-service teachers to develop NBE expertise is crucial for supporting educators already in the field. These pathways could include workshops, online courses, mentorship programs, and action research projects that allow teachers to gradually build their skills in implementing NBE over time.

These changes to teacher education have significant policy implications. Teacher certification requirements at the national or state level must be updated to include NBE competencies. This would ensure that all new teachers enter the profession with at least basic knowledge and skills related to nature-based learning.

Cross-Sector Partnerships

Establishing formal structures for collaboration between education, environmental, and health agencies at national and local levels would be a crucial step in supporting NBE. This might involve creating inter-agency task forces or committees that promote and support NBE initiatives. Developing policies encouraging schools to partner with local environmental organizations, parks departments, and health agencies could facilitate these collaborations. These policies might include providing incentives for schools that engage in such partnerships or removing barriers to collaboration between schools and community organizations.

The U.S. Department of Education’s Green Ribbon Schools program exemplifies how policy initiatives can promote cross-sector collaboration. This program recognizes schools, districts, and higher education institutions for reducing environmental impact, improving health and wellness, and providing effective environmental education. By highlighting the interconnections among environmental, health, and educational outcomes, this program demonstrates the potential for cross-sector collaboration in promoting NBE principles (U.S. Department of Education, 2023).

The First Children’s Nature-Based Education Summit was held in Los Angeles, organized by the UCLA School of Education and Information Studies and the UCLA Lab School in partnership with the Alana Foundation and the International Union for Conservation of Nature – Commission on Education and Communication. The Summit showcased examples of green and blue school infrastructure, including urban forests, natural playgrounds, green roofs (green), and systems for managing urban water resources (blue). These initiatives were used to change the paradigm for school infrastructure design, use, and management, ensuring that all students have access to the natural world in the places they visit daily. One important case mentioned is Green Schoolyards America’s National Schoolyard Forest System®, a national initiative to increase “child-accessible tree canopy” on public school grounds across the United States to shade and protect PreK-12 students from extreme heat and rising temperatures due to climate change. The State of California was the first state to invest public resources to support school districts in implementing this NBE initiative.

The role of cities in Nature-based Education

It is essential to address the role of cities in offering spaces and educational opportunities through NBE initiatives. In partnership with the Van Leer Foundation through the Urban95 initiative, Alana created natural play spaces in underprivileged neighborhoods in seven Brazilian municipalities. Since then, the municipalities have adopted this approach as public policy and extended its reach to new areas. Brazil’s fourth-largest city, Fortaleza, is investing US$2.5 million to expand the natural playgrounds into 30 new areas. The municipality of Caruaru has built two natural parks near the municipal Centers for Early Childhood Education that connect schools to external public spaces and expand children’s access to the city. The parks were built through a collaborative and participatory approach formed by children and the local community.

Another compelling illustration of cities fostering nature-based initiatives is a project in Brasília, Federal District. The neglect of the Guará Stream, situated only 400 meters from the school, became a central issue for students. Problems such as deforestation of riparian vegetation and sewage discharge were significant concerns. With support from a teacher, the students researched the issue, conducted interviews with local residents, and gathered historical information about the stream.

The students then organized a community cleanup of the Guará Stream, planted trees, and staged a play to raise awareness about the endangered Brasília pirarucu fish among students from other schools. Their efforts also included mobilizing the community for a public hearing with a committee of lawmakers, resulting in a legislative proposal for stream restoration. Additionally, the students partnered with community leaders to form the Environmental Defense Committee (CONDEMA). This project highlights how cities, through their educational institutions, can champion nature-based solutions that address local environmental challenges and promote civic engagement, offering students meaningful and impactful learning experiences.

Policy Support for Nature-based Education

The policy implications of supporting green school infrastructure are significant. Policies that support climate resilience, such as green school infrastructure, natural playgrounds, and energy-efficient buildings, will facilitate the successful implementation of NBE. To support NBE, green building standards should be developed or adapted specifically for educational facilities. These standards would go beyond general green building practices to incorporate features that support nature-based learning, such as indoor-outdoor learning spaces, school gardens, and natural play areas. This would require funding mechanisms to support the transformation of existing school buildings and grounds into NBE-friendly environments by way of grants or low-interest loans for schools to undertake green retrofits or the inclusion of NBE-supportive features in school renovation and construction projects.

Integrating green infrastructure into urban planning and ensuring that school design is considered in broader urban greening initiatives is necessary. This could involve collaboration between school districts and city planning departments to create green corridors that connect schools with parks and other natural areas. Updating building codes to require or incentivize green features in new school construction and renovations might involve creating specific standards for school buildings beyond general green building codes to include features supporting nature-based learning. Another facilitative policy change is to modify land use regulations to allow more flexible use of school grounds for NBE purposes. This could involve changes to zoning laws or other regulations that currently restrict the creation of natural learning spaces on school property.

Research and Evaluation

Continued research is needed to assess the long-term impacts of NBE on academic achievement, environmental attitudes and behaviors, and overall well-being. This ongoing research and evaluation is crucial for refining NBE approaches and demonstrating their value to policymakers and educators. Ideally, longitudinal studies will be conducted to track the impacts of NBE from childhood through adulthood. These long-term studies could provide valuable insights into how early nature-based learning experiences influence environmental attitudes, behaviors, and career choices later in life. Such research could help make the case for early and sustained investment in NBE approaches.

Another critical research direction is comparative studies analyzing the effectiveness of different NBE approaches across various cultural and environmental contexts. These studies could help identify best practices and guide the adaptation of NBE approaches to diverse settings, from urban to rural environments and across different cultural contexts.

Research should include perspectives from and be grounded in education, psychology, environmental science, and public health is crucial for understanding the full range of NBE impacts. This interdisciplinary approach could provide a more comprehensive picture of how nature-based learning affects student development and well-being.

Robust research and evaluation studies should be used to inform climate-resilient policy. Dedicated funding for NBE research and evaluation through national science foundations and education departments, including specific funding streams for NBE-related research, would support other climate and environmental justice policies. This evidence-based policymaking approach would ensure that NBE initiatives are grounded in solid research and continually improved based on emerging findings. Developing standardized evaluation frameworks with common metrics and evaluation tools to assess NBE programs consistently across different contexts would facilitate comparisons between different approaches and help build a more cohesive body of evidence about NBE’s impacts.

To conclude, the future of Nature-Based Education depends on concerted efforts across multiple sectors and levels of governance. By integrating NBE principles into national curricula, enhancing teacher education, fostering cross-sector partnerships, supporting ongoing research, and developing supportive infrastructure policies, we can create an educational system that not only prepares students academically but also equips them to address the pressing environmental challenges of our time. These policy directions represent a significant shift in how we approach education, recognizing the critical role that connection with nature plays in fostering sustainable, resilient, and thriving communities.

A final note

The May 2024 Summit From Climate Crises to Climate Resilience, organized by the Pontifical Academy of Sciences and the Pontifical Academy of Social Sciences (from which this volume was developed), included a panel of young people. The session “Voices of the Youth” highlighted and demonstrated the impact of NBE on developing and promoting youth’s knowledge and understanding of climate issues and the skills and confidence necessary to advocate for resilient practices and policies. This is an exceptional example of the growing global movement of youth demanding climate action, demonstrating their essential views and recommendations on addressing the climate crisis. We thank the Pontifical Academies for honoring their voices and perspectives and for genuinely listening to our youth, who are inheriting our magnificent planet with complexities and challenges that prior generations helped to create and are now mostly unwilling to change to save its existence. Our youth are the change, and they are the future.

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Images Courtesy of the Alana Foundation