Exploring Characteristics of Emerging Nature Education Practices in China: Content Analysis of Lesson Plans

Abstract

To understand the characteristics of emerging nature education practices in China, this study conducted a content analysis of 154 lesson plans submitted through a Nature Education Massive Open Online Course offered by Cornell University. We found that nature education practices covered a wide range of topics, settings, objectives, and activities, gaining popularity among diverse audiences. The analysis revealed distinct objectives tailored to different audiences: early childhood lesson plans primarily focused on skills and cognitive development; plans for students emphasized the development of scientific knowledge and skills; for adults, the main objective was to foster nature connection and enhance health, particularly through stress reduction; and for families, the focus was on strengthening parent-child relationships. While objectives varied significantly across audiences, the activities showed less variation, often blending multiple approaches. However, very few lesson plans incorporated objectives related to environmental conservation or sustainability actions, particularly those involving civic engagement strategies. Nature education in China stays exploratory and is largely driven by broader social needs in education and well-being. We offer recommendations for integrating more intentional conservation outcomes while maintaining nature education's broad appeal within modern Chinese society. This study provides insight into emerging nature education practices in China and offers recommendations on future research to examine long-term trends and the implementation of these lesson plans.

Keywords

China / content analysis / environmental education / lesson plans / nature education

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2025 The Author(s). Integrative Conservation published by John Wiley & Sons Australia, Ltd on behalf of Xishuangbanna Tropical Botanical Garden (XTBG).