Learning in Nature-Based Environments: A Case Study of Nature-Positivity Among Nature Instructor Students

Abstract

Nature-positivity has recently emerged as an increasingly visible concept in tourism, education, and sustainability discussions. At the same time, there is still limited research on how nature-positive thinking develops in educational contexts. This study examines how vocational nature instructor students develop their understanding of nature-positive action through a pedagogical process combining discussions, practical activities, reflection, and experiential learning.

The study was conducted as a qualitative case study in a vocational education context in Northern Ostrobothnia, Finland. The empirical material was collected between December 2025 and February 2026 during three on-site teaching periods. The dataset consisted of group discussions, Padlet tasks, written reflections and assignments, as well as the researcher’s field notes and observations. The data were analysed using an inductive qualitative approach informed by thematic analysis and transformative learning theory.

The findings suggest that learning related to nature-positivity develops as a gradual, context-dependent, and socially shaped process rather than as a clear or singular transformation. Learning emerged through the interplay between knowledge, practical engagement, reflection, and social interaction. Small and spontaneous moments, discussions, and concrete activities appeared to play a significant role in shaping students’ understanding. At the same time, the findings highlight the complexity and uncertainty related to nature-positive action, as students critically reflected on the possible positive and negative impacts of their actions.

The study contributes to discussions on transformative and experiential learning in nature-based education and tourism contexts. The findings suggest that learning related to nature-positivity may be better understood as an ongoing and evolving process rather than as a clearly measurable outcome. The study also highlights the importance of reflection, contextual understanding, and meaningful engagement in supporting learning processes related to sustainability and nature-positive thinking.