Experiential, arts-based and reflexive learning methods to deepen nature connectedness
Students working in the school garden. Picture taken by a student as part of the Photovoice Study
PLANET4B project
Co-creating the fictional town in the participatory theatre play
PLANET4B project
Mood cards picked by students to reflect on the participatory theatre play
PLANET4B project
Different educational approaches were used by both the school and us to engage students in a transformative learning experience and strengthen their connection to nature: experiential methods (school garden lessons and interactive biodiversity lessons) to foster hands-on learning; arts-based methods (participatory theatre, photovoice, photo exhibition, sociodrama practices) to bring emotions to the surface; and reflexive methods (open group discussions using mood cards and games) to help process thoughts and feelings, and to encourage both acceptance and critical, creative thinking.
Experiential learning methods (school garden lessons, interactive biodiversity lessons), arts-based practices (participatory theatre, photovoice, photo exhibition, sociodrama practices), reflexive methods (open group discussions using mood cards and games), open school community and leadership, other partnerships (with the theatre company)
Intervention methods (experiential learning methods, arts-based approaches and reflexive learning) were applied to explore how the school garden and other nature–based learning methods influence attitudes, values and emotions. Through open discussion, creative expression, and self-reflection, these methods have the potential to deepen students’ connection to nature and cultivate a shared understanding of nature’s values. These methods can be applied separately, but our research has shown that they are more effective when used in combination, as together they can create a more transformative learning experience. However, it is equally important to have a supportive school community that is open to these innovative methods. Teachers should also be given greater flexibility to apply these methods in their practice – ideally, by integrating them more fully into the national curriculum.
Increasing biodiversity in the garden through a bee pasture
ESSRG Nonprofit Kft.
The establishment of the school garden and outdoor green learning spaces played a key role in transforming the school’s previously unused green area. A key prerequisite for this was having access to a green space next to the school. What was once a plain schoolyard has been revitalised with plantings and other biodiversity-enhancing tools and measures, like bee pastures and an insect hotel. There was also available green space to allow lessons to be held outdoors.
Available (green) plot, supporting school leadership and/or municipality
Accessible green space is a crucial part for developing school gardens and outdoor learning environments. Unfortunately, not all schools have such access – particularly those in lower-income, densely urbanised areas. However, with the openness and support of the local municipality and school leadership, even concrete areas can be reimagined and transformed into green spaces. Another possibility is to collaborate with local community gardens to create shared green learning environments, or even to establish new ones near the school with municipal support. While these spaces may not be located directly on school grounds, they can still offer students meaningful access to nature and outdoor learning.
Partnership with a “lighthouse teacher” and a supporting school community
The garden coordinator teacher and the students co-creating the garden
ESSRG Nonprofit Kft.
A passionate teacher takes the initiative and dedicates a huge part of her time coordinating the project, collaborating with researchers, and engaging students along with her colleagues. The democratic school community and the teacher(s)’ intrinsic motivation lead to a certain creative freedom to pursue their own ideas and pedagogical innovations, while creating a trusting, open atmosphere for experiential learning in the school garden and through arts-based practices.
Supporting school leadership, available green space of the school, dedicated teacher, teamwork
It is essential to have at least one teacher at the school who is willing to dedicate time and energy to the project. Our research showed that the teacher’s background is less important than their strong intrinsic motivation – their deep belief in the value of connecting with nature and integrating green spaces into school life. Naturally, this commitment alone is not enough; it must be supported by a democratic school environment, such as an encouraging principal or school district, which enables the teacher to turn their vision into reality. The drawback of this building block, however, is that if the success of a project depends too heavily on one individual, it may not be sustainable in the long term.
Although school gardens are included in Hungary’s national curriculum as an optional specialisation, this currently applies only to grades 5 through 7. However, the teachers and experts we interviewed suggested that it would be more effective if education in this area began earlier and continued beyond these years. Therefore, a potential additional building block could be the presence of a supportive educational policy environment.
