Greening Education to Strengthen Environmental Values and Ecological Crisis Responsiveness in School Students

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It is suggested that the curriculum should extend beyond providing knowledge, encouraging a deeper, empathetic connection with nature. In this study, the significance of the current environmental curriculum in cultivating responsiveness to the ecological crisis among school students is examined. Further, using theories from behavioral sciences, a structural model is proposed that hypothesizes the critical role of environmental factors, such as nature experiences at schools and in neighborhood green areas in fostering students’ environmental values and connectedness with nature and responsiveness to ecological crises. Partial Least Square method PLS-SEM is employed to examine the relationships and the mediating mechanisms in the proposed model. Key findings show a significant association of nature experiences with connectedness to nature, environmental values and responsiveness to ecological crises, while age, gender and environment education curriculum were not found to be significant. The analysis also revealed a full mediation of connectedness and environmental values in the relationship of nature experience with responsiveness to ecological crises. All together, findings emphasize that supplementing existing school curriculum with nature-based experiential learning for students may support meaningful environmental connectedness, engagement, and motivate sustainable action, instead of sole reliance on classroom-based environmental education. Nature connectedness Environmental Values and Beliefs Environmental education PLS- Structural Equation Modeling Curriculum Figures Figure 1 Figure 2 Figure 3 1.0 Introduction As the ecological crisis intensifies, nearly one billion children worldwide face significant risks from climate impacts ( 1 ). This reality highlights the urgency of empowering young people to navigate environmental challenges. Although recent efforts to enhance environmental education (EE) have improved awareness among youth, this knowledge often falls short of prompting concrete environmentally sustainable behavior. Studies support that conventional strategies for EE are inadequate in influencing students’ attitudes and behavior ( 2 , 3 ). To bridge this gap, researchers highlight the potential of behavioral science-informed and community-focused strategies to promote environmental awareness and action at individual and school levels ( 4 – 6 ). UNESCO recently launched the global initiative ‘Greening Education’ to transform education. It mandates the blending of EE across subjects and levels, and embraces an experiential learning approach. It states that climate education ought to be integrated into school curricula, teaching materials, pedagogy, and assessment ( 7 ). However, the challenges remain in implementing it successfully, designing effective curriculum strategies, and understanding how to guide behavior change. Among the theoretical frameworks available, Connectedness to Nature Theory ( 7 ), Value-Belief-Norm Theory ( 8 ), and Self-Determination Theory ( 9 ) offer compelling explanations for how experiential learning approaches can drive values, intrinsic motivation, meaningful, and sustained behavioral change. Connectedness to Nature theory directly addresses the emotional experiences with nature and how it fosters environmentally responsible behavior ( 10 , 11 ). Rooted in psychological and ecological frameworks, the theory posits that a strong sense of connection to nature involves a deep emotional affinity for the natural world, often manifesting as feelings of peace, wonder, and belonging when interacting with nature. It could foster cognitive awareness of the interdependence with natural systems, strengthening the ecological identity and appreciation of biodiversity. The Value-Belief-Norm theory explains how a deep emotional connection with nature strengthens biospheric values. These values prioritize the well-being of all living things, potentially creating a sense of moral obligation to act sustainably ( 12 ). The theory explains that personal values, particularly biospheric (concern for nature), altruistic (concern for others), and egoistic (concern for self), shape environmental attitudes.These values inform ecological worldviews, which help in framing how individuals perceive environmental issues and their responsibility. Personal norms, or feelings of moral obligation, arise when individuals believe their actions can mitigate environmental harm and align with their values and beliefs ( 13 , 14 ). Self-Determination Theory explains the underlying mechanisms that link values to behavior change and action. The theory suggests that developing a deep emotional connection with nature fulfills the need for relatedness (a connection to something larger than oneself) and fosters autonomy (acting through a sense of volition) ( 15 )​​. It offers a psychological framework for understanding human motivation that emphasizes the critical role of intrinsic motivation and the fulfillment of basic psychological needs in driving long-lasting pro-environmental behavior ( 16 , 17 ). Altogether, these behavioral science theories suggest that cultivating positive emotional connections seems to represent a pivotal step toward achieving enduring pro-environmental behavior. To prioritize fostering an intrinsic connection to nature among students, Puri ( 18 ), argues that EE in current times must transcend traditional teaching methods. This transformation necessitates a curriculum designed to help children relate to environmental issues that often appear distant and abstract, and understand the interconnections among concepts such as biodiversity loss, climate change, pollution, and deforestation. A promising pathway to cultivating this connection is through experiential nature-based learning in formal and non-formal educational setups. Direct engagement with nature—via outdoor education, field trips, or community initiatives—can transform theoretical environmental concepts into tangible and relatable nature experiences ( 19 ). Programs that emphasize nature experience, such as forest camps and eco-schools, have demonstrated their potential to enhance students' understanding of the interrelationship between humans and the natural world ( 20 – 22 ). These immersive nature experiences not only deepen students' connections with nature but also reduce stress and foster lifelong environmental stewardship ( 14 , 23 , 24 ). Additionally, studies indicate that children who grow up in or frequently visit green spaces tend to develop a stronger sense of connectedness to nature, which in turn fosters empathic concern and a sense of responsibility for the natural world ( 25 , 26 ). Children with regular access to green spaces spend more time outdoors, which in turn strengthens their affinity for nature and deepens their environmental empathy ( 26 – 28 ). These foundational values are often established in early childhood and shaped significantly by the influence of families, educators, and the neighbouring community and school environments ( 29 , 30 ). However, children are increasingly deprived of opportunities to spend time in natural environments ( 31 , 32 ). Factors such as rapid urbanization and the expansion of built environments have significantly reduced access to school and neighborhood green spaces, limiting opportunities for direct engagement with nature. Furthermore, the current EE curriculum often focuses primarily on climate science and theoretical knowledge, delivered through conventional classroom-based teaching methods ( 33 ). This disconnect between education and experiential engagement with nature is argued to undermine the implementational goals of ‘Greening Education’, hindering the development of a sense of environmental stewardship among students. In this study, a model is proposed to investigate the relationship of existing EE curriculum and nature experiences during childhood (either through school programs or neighbourhood green areas) with connectedness to nature, environmental values, and the responsiveness to ecological crisis among children. Responsiveness to ecological crises is evaluated through participants' reactions to images depicting ecological degradation. Drawing on insights from empathy and prosocial behavior research, it is premised that a heightened distress response to such imagery may serve as a catalyst to foster motivation to engage in prosocial behaviour or, in the context of this study, responsiveness to ecological crisis or pro-environmental behaviour ( 34 , 35 ). The proposed model aims to examine the significant underlying mechanisms and mediating factors affecting children’s responsiveness to ecological crises. The model also includes the role of age and gender. Figure 1 describes the proposed model and the study hypothesis. The study hypotheses are: Hypothesis 1 Gender (H1.1), age (H1.2), and EE curriculum [EnvCurr] (H1.3) do not influence nature connectedness [NatCon], environmental values and beliefs [ValBeliefs], or response to nature in distress [RespNatDistress]. Hypothesis 2 Experiential learning in nature through school green areas, neighbourhood green areas and frequency of visit to these areas [NatExpIndex] will influence nature connectedness [NatCon](H2.1), environmental values and beliefs [ValBeliefs](H2.2), response to nature in distress [RespNatDistress] (H2.3). Hypothesis 3 [NatCon] will directly influence [ValBeliefs [RespNatDistress] (H3.2). Hypothesis 4 [ValBeliefs] will influence [RespNatDistress] (H4.1) Hypothesis 5 [NatCon] and [ValBeliefs] will mediate the relationship of [NatExpIndex] with [RespNatDistress] 2.0 Methods This study used a cross-sectional survey design to examine the role of age, gender, EE, experiential learning in nature, connectedness to nature, and environmental values for responsiveness to ecological crisis among school students. Google forms were used to create an online survey booklet and collect responses. 2.1 Sample The sample size was determined using a priori power calculations for many groups (main effects and interactions). Using G*Power version 3.1.9.7 with an effect size of ρ = 0.5, an alpha of 0.05, and a 0.95 power sample size was computed. It suggested a minimum of about 500 participants, with a goal of a comparable sample of school students from different grades. This would confer sufficient power to detect a moderate effect of age and grade (effect size f ≈ 0.25). A total of 538 school students participated. 2.2 Procedure A convenience sampling method was used to recruit school-going participants (~ 10–19 years) located predominantly in the National Capital Region (NCR) of Delhi, India. Participation was sought through school email groups after the consent of school administrators. Parent consent forms including the study description and overview were given to students who expressed interest in participation. Once duly signed parental consent was received, students were given access to the online survey booklet which included a form for informed consent as well. All students were asked to carefully read the statements outlining the study's overall goal and their right to confidentiality, anonymity, and to withdraw at any stage before proceeding to fill the form. All procedures were performed according to the Institute Ethics Committee (IEC) guidelines and regulations. All experimental protocols had the approval of the IEC with a strict observance of confidentiality at all steps of the study. 2.3 Measures To meet the study objectives, the survey booklet included demographic information schedule, a set of questions, curated by the research team, representing nature experience indexed by the presence of nature-rich areas in school and neighborhood, as well as frequency of visit along with a picture rating scale to gather participants' response to nature in distress. Two standardized questionnaires were used to assess connectedness and environmental values, as described in following sections. 2.3.1 Demographic Information Schedule : Participants filled out their demographic details, which included age, gender, grade, school name, and location. 2.3.2 Nature Experience index [NatExpIndex]: A composite score was computed based on three questions pertaining to the presence of green areas like playgrounds, gardens, or parks in the neighborhood [Nat. Neighborhood] and schools [Nat. School] as well as frequency of visit [Nat. VistFreq] to such areas. The objective was to assess the presence of green areas in an individual’s neighborhood and school. Participants were asked to assess the presence of green areas by evaluating the existing aspects like trees, animals, plants, gardens, water bodies and various other nature rich areas on a five point likert scale ranging from “Very Low” to “Very High”. To determine frequency of visits to green areas, participants rated their visit on a five point likert scale ranging from “Never” to “Daily”. 2.3.4 Environmental Values and Beliefs [ValBeliefs] (36): The Environmental Portrait Values Questionnaire (E-PVQ), 17-item questionnaire was administered with a seven-point Likert-type scale to measure values and beliefs with regards to the environment. Instead of asking about the participants values directly, the E-PVQ uses short verbal portraits of another person in which a value is described that is important to this person (e.g.,"It is important to [him/her/them] to protect the environment.”). Participants were asked to indicate the extent to which the portrayed person is like the participant themselves, ranging from “Not like me at all” to “Very much like me”. The E-PVQ formulation is based on Portrait Value Questionnaire (PVQ) and focuses on evaluations of other persons rather than evaluations of the self, answers are expected to be less influenced by self-presentation (36) and are less likely to think about what is socially acceptable and how the values might relate to each other (37). E-PVQ has been found to be more successful in identifying value structures in non-Western populations (37) and among children (36, 38) than other scales used to measure environmental values. The cronbach alpha for this study was found to be acceptable (α = 0.895) 2.3.5 Connectedness to Nature [NatCon.] (7) - This is a 20-item questionnaire that measures to what degree people feel part of nature, with a Likert Scale response ranging from 1 “Strongly Disagree” to 5 “Strongly Agree”. Similar to E-PVQ, participants were asked to indicate to what extent they identify themselves with the portrayed person; such as “[Him/Her/Them] likes to see wildflowers in nature. How similar is [He/She/They] to you?” and “[Him/Her/Them] is heartbroken when animals pass away. How similar is [he/she/they] to you?". Cronbach alpha for the study sample was found to be acceptable (α = 0.892) 2.3.6 Picture Rating Scale : This tool comprised a set of 22 visual items depicting various elements of nature. To avoid biases and patterned responses, images included both images of ecological degradation causing distress and of healthy environments with no distress. Items representing ecological degradation included images of air and water pollution, microplastics in marine, deforestation, agri-forest burning, and so on. The participants were asked to respond on a 5-point likert scale from “No Distress” to “Most Distress”. The image set has previously been used in a neuropsychology study examining neural correlates of nature empathy (34), which reliably established that viewing distress images evokes an enhanced neural response in children who scored high on empathy for nature. The Cronbach alpha for the picture rating scale for this study was found to be acceptable (α = 0.821). 2.4 Data Analysis SmartPLS 4 software (39) was used to conduct partial least square structural equation modeling (PLS-SEM) for estimating the study model and proving the hypotheses depicted in Fig. 1. The PLS-SEM method was found useful for structural modelling by developing hierarchical component models that address both dependent and independent variables. After screening the data for missing values, extremes, and outliers, the measurement model was tested. Construct reliability and validity were examined by assessing indicator loadings and conducting various tests to verify the model’s reliability and validity. Key measurements for the model included Average Variance Extracted (AVE), Composite Reliability (CR), and Cronbach's alpha (CA), subject to indicators demonstrating loadings > 0.70 ( i.e. they account for at least 50% of the variance). An AVE of 0.50 or greater confirmed the convergent validity (40).To assess discriminant validity, Heterotrait-Monotrait Ratio (HTMT) was applied. An HTMT value below 0.90 indicates that the two reflectively measured constructs are distinct (41). Next, the structural model was tested to examine the proposed complexity of the relationships. This involved analyzing path coefficients, t-values, p-values, and beta values to understand the connections between constructs and to test the hypotheses of the study. Lastly, mediation effects were tested by analysing direct and indirect effects. 3.0 Results 3.1 Demographic Characteristics Among the 538 participants, 253 were males (47%) and 285 were females (53%). Participants’ age ranged from 10–19 years. We categorized them into two groups: 10–14 years, n = 300 participants (56%), and 15–19 years, n = 238 participants (44%). Based on grade, participants were grouped in three categories: Grade 6th–8th; n = 178 (34%); Grade 9th–10th; n = 196 (36%); and Grade 11th–12th; n = 161 (30%). Table 1 presents the demographic characteristics of all participants. In the study sample only 38% of students reported a high to very high presence of nature in their neighborhood, which included trees, plants, parks, gardens, and other green spaces; 45.4% found the presence to be moderate, while 22% reported low to very low. 62% of the students reported the presence of nature in their school, ranging between high and very high; 30% described it as moderate, while 6% reported low to very low presence. Further, 52% of students reported visiting nature-rich areas daily to almost daily, while 10% reported their frequency as thrice a week. It is noteworthy that a fairly large percentage (37%) of the students reported visiting nature rich areas one or two times a week. Study descriptives are included in supplementary materials S1. Table 1 Demographic information Gender N = 538 % Male 253 47% Female 285 53% Age 10–14 years 300 56% 15–19 years 238 44% EnvCurr 6th-8th grade 178 33% 9th-10th grade 196 36% 11th-12th grade 161 30% 3.2 PLS-SEM results assessment The framework for PLS-SEM implementation was done in two phases: first the measurement model was tested and then the structural model was computed using bootstrapping along with mediation effects. 3.2.1 Measurement Model Assessment The reliability and internal consistency of all the constructs were evaluated using CA and CR values. In this study, the CA and CR values were found to be in the range of 0.665–0.906, surpassing the recommended threshold. In addition, the convergent validity of the study was examined by the AVE test with a threshold value of 0.50 or greater, confirming the validity of all constructs. Table 2 demonstrates that all the indicators had strong reliability and validity. Table 2: Reliability and Validity Constructs Cronbach’s Alpha Composite Reliability Average Variance Extracted (AVE) NatExpIndex 0.665 0.692 0.539 NatCon. 0.892 0.906 0.529 ValBeliefs 0.895 0.904 0.582 RespNatDistress 0.821 0.894 0.655 To determine how unique each component is from the remaining components of the given structural model, HTMT test was applied. Table 3 shows the HTMT ratio of all constructs. The ratios were found to be adequate since no value exceeded 0.90, indicating excellent discriminant validity. Table 3 Heterotrait-Monotrait Ratio (HTMT) Constructs Gender Age EnvCurr NatExpIndex NatCon. ValBeliefs RespNatDistress Gender Age 0.100 EnvCurr 0.194 0.712 NatExpIndex 0.170 0.311 0.277 NatCon. 0.050 0.028 0.049 0.383 ValBeliefs 0.035 0.003 0.007 0.311 0.640 RespNatDistress 0.067 0.007 0.033 0.170 0.224 0.270 3.2.2 Structural Model Assessment The proposed study model was constructed through SmartPLS 4 software. Bootstrapping method with a simulation of 5000 random resamples to perform the significance test for each hypothesis. Figure 2 shows the p values for the relationship between all independent variables and dependent variables. The path coefficient from Gender to NatCon was found insignificant (p > 0.005). However, association of Gender to ValBeliefs and RespNatDistress were significant though with low path coefficients, hence partly satisfying H1.1. Further the mean scores of girls' ValBeliefs (M = 98.38) and RespNatDistress (M = 79.21) were found to be higher in comparison to boys’ ValBeliefs (M = 96.8) and RespNatDistress (M = 77.52). All mean scores are listed in a descriptive table included in supplementary table S1. The path coefficient for age and EnvCurr to the dependent variables indicated an insignificant relationship (p > 0.005). These findings support H1.2 and H1.3. The outcomes of the path Structural model evaluations, including the tested relationships, hypotheses, and other significant tests, are illustrated in Table 4 . The fourth independent variable, NatExpIndex, showed a significant relationship with NatCon (p < 0.005), indicating a significant positive relationship, thus supporting H2.1. However, the direct relationship of the NatExpIndex to ValBeliefs was insignificant (p = 0.261), therefore H2.2 was not supported. The direct relationship of the NatExp Index to RespNatDistress was also found to be insignificant (p = 0.351), failing to support H2.3. NatCon to Valbeliefs showed a positive relationship (β = 0.701, p < 0.005) with a very good strength, confirming H3.1. The direct relationship of NatCon to RespNatDistress was found to be insignificant (p = 0.998), failing to support H3.2. Relationship of ValBeliefs to RespNat Distress was significant (β = 0.299, p < 0.001), with moderate to high strength, supporting H4.1. Table 4 details the results of the path structural model. Table 4 Results of path structural model Hypothesis Paths coefficient(β) t Statistics p Value supported H1.1 Gender-> NatCon. 0.065 1.340 0.180 Yes Gender-> ValBeliefs 0.127 2.350 0.019 No Gender-> RespNatDistress 0.142 2.696 0.007 No H1.2 Age->NatCon. 0.181 1.190 0.234 Yes Age-> ValBeliefs 0.017 0.094 0.925 Yes Age-> RespNatDistress 0.082 0.478 0.633 Yes H1.3 EnvCurr-> NatCon. -0.059 0.870 0.384 yes EnvCurr-> ValBeliefs 0.017 0.275 0.783 yes EnvCurr-> RespNatDistress -0.011 0.100 0.920 yes H2.1 NatExpIndex-> NatCon. 0.318 8.015 0.000 yes H2.2 NatExpIndex-> ValBelief 0.259 1.296 0.261 no H2.3 NatExpIndex-> RespNatDistress 0.059 0.932 0.707 no H3.1 NatCon. -> ValBeliefs 0.701 24.842 0.000 yes H3.2 NatCon.-> RespNatDistress -0.001 0.002 0.998 no H4.1 ValBeliefs-> RespNatDistress 0.299 4.577 0.000 yes 3.2.3 Mediation Analysis In the cases where direct relationships were not significant but indirect effects were, mediation effects were tested after controlling for effects of gender. Figure 3 represents the SEM that indicates proposed mediation of NatCon in the relationship of NatExpIndex and ValBeliefs as well as the mediation of Valbeliefs in NatCon and RespNatDistress.The analysis was implemented with 95% bias-corrected bootstrap confidence intervals (CIs) with 5000 samples. As shown in Table 4 , the direct effect of NatExpIndex on RespNatDistress was insignificant (p=.707), but the indirect effects were significant since the bias-corrected CIs excluded zero, therefore a mediation analysis was conducted as follows. The direct effect of NatExpIndex on ValBeliefs (p = 0.261) was insignificant, but the indirect effects were significant since the bias-corrected CIs excluded zero. There was a statistically significant positive relationship between NatExpIndex and NatCon (β = 0.287, p < 0.001), as well as NatCon and ValBeliefs (β = 0.701, p < 0.05) with a very good strength and showing a complete mediation of NatCon in the relationship of NatExpIndex and Valbeliefs. Experiential learning through being more present in nature seems to help in forming environmental values and beliefs amongst students only when children feel connected to nature Further, the path coefficient NatCon. to RespNatDistress was not significant (p = 0.998). However, there was a significant relationship between Valbeliefs and RespNatDistress(β = 0.299, p < 0.05) with a moderate to good strength, confirming H5 and full mediation of Valbeliefs in the relationship of NatCon and RespNatDistress. This implies that being connected to nature evokes a more empathetic response to nature in distress only when environmental values and beliefs exist. It underscores the importance of both cultivating connectedness and environmental values to promote pro-environmental behavior and action. While the direct path between NatExpIndex and RespNatDistress is not significant, the indirect paths show strong and significant mediation as seen in Table 5 . NatExpIndex influences ValBeliefs through NatCon (β = 0.199, p < 0.001), which also mediates the relationship between NatExpIndex and RespNatDistress ( β = 0.204, p < 0.001) proving full mediation. The total indirect effects are fully supported (β = 0.069, p 0.05) indicating that NatExpIndex affects RespNatDistress only through NatCon and ValBeliefs. Table 5 Mediation Effect Test Hypothesis Paths coefficient(β) t value p value Bias Corrected 95% CI Decision Path estimate Low High NatExpIndex-> RespNatDistress 0.019 0.376 0.707 -0.119 0.076 Not supported Mediation Analysis NatExpIndex->NatCon->ValBeliefs 0.199 6.945 0.000 0.139 0.249 Full Mediation H5 NatExpIndex->NatCon->ValBeliefs -> RespNatDistress 0.204 5.857 0.000 0.030 0.089 Full Mediation Total indirect effects 0.069 3.44 0.000 0.032 0.110 Supported Total effects 0.050 0.982 0.326 -0.060 0.142 Not supported 4.0 Discussion and Conclusion This study assessed the critical role of experiential learning in nature in bridging the gap between classroom-based environmental education curricula and students’ responsiveness to ecological distress. Collectively, study findings underscore the importance of embedding experiential and nature-based learning within educational frameworks to cultivate pro-environmental values and responsive behaviors among students. Such approaches are argued to play a pivotal role in shaping future generations equipped to address the ecological crisis and global sustainability challenges. In the current context, this assessment has much utility, as it offers insights on several underexplored issues underlying the cultivation of environmental stewardship. Such as the role of connectedness to nature, opportunities to access green areas, and meaningful engagement in experiential programs at school and in the community. Our findings can help educators in formulating strategies and identifying innovative pedagogical approaches to implement the global agenda for ‘Greening Education’ in their schools. The current findings affirm that classroom-based EE alone is insufficient. Children with a strong connectedness to nature are more likely to develop environmental values. These values, in turn, influence pro-environmental behaviors and foster a sense of accountability for preserving natural habitats ( 42 , 43 ). De Ville et al. ( 11 ) suggest that time spent in nature and environmental programs nurtures greater pro-environmental behaviors among children. Such experiences during formative years are instrumental in nurturing a lifelong commitment to environmental conservation, influencing values and beliefs ( 44 ). While experiential activities are increasingly recognized as essential tools in climate change education, there is a growing need for literature on the underlying mechanisms that drive responsive behavior ( 45 – 48 ). Recent studies suggest that immersive nature-based learning, outdoor activities, and community-led voluntary conservation initiatives are effective in fostering environmental stewardship ( 49 , 50 ). Behavioral theories posit that such experiential activities promote connectedness, autonomous decision-making, competence through hands-on experiences, and values, creating a holistic framework for sustainability education. Findings from the current study offer promising evidence in this regard. Fostering connectedness through experiential learning Immersive, nature-based experiences allow individuals to engage deeply with their natural environment, fostering emotional and physical bonds with nature ( 51 , 52 ). Present findings corroborated the existing literature, and NatExpIndex was found to have a positive relationship with NatCon (p < 0.005). Experiential activities and frequent participation in school and neighbourhood green programs such as designing and tending gardens, planning conservation strategies, or managing shared resources reportedly provided meaningful opportunities to act for ecological restoration. Drawing from Connectedness to Nature theory, such engagement enhances cognitive understanding of the interdependence between humans and natural systems, thereby strengthening ecological identity and greater appreciation for biodiversity. This deepened connectedness is perhaps instrumental in enabling children to make informed, self-directed choices in environmental contexts. However, in this study, NatExpIndex and NatCon were found to have an indirect relationship with RespNatDistress, necessitating further study into the mediating mechanisms. Promoting personal values for responsiveness to ecological crisis Presence of nature greens around neighbourhood or in schools or a visit to such places alone may not be sufficient in creating values, beliefs and norms and evoking a responsive behaviour. Findings from this study show that the relationship of NatExpIndex with ValBelief was only significant when NatCon mediated. Experiential engagement is argued to promote cultivating emotional bonds, belongingness, and connectedness. It helps in creating environmental self-identity, reflecting how connected individuals perceive themselves, and does not necessarily reflect what they value ( 53 ). Connectedness to nature fosters empathy for other species and ecosystems and encourages individuals to intrinsically value biodiversity and environmental well-being. This deepened connectedness serves as a foundation for cultivating and sustaining biospheric values over hedonic values, which prioritize the gratification of personal desires ( 54 ). The stronger one’s endorsement of biospheric values, the more likely their thoughts and behaviors will align with these values ( 52 ). Hence, a sense of deep personal value and commitment (towards nature, others, and self) may be imbibed in young learners. The argument also aligns with the ideas posited in Stern’s Value-Belief-Norm framework. Nurturing autonomy, competence and relatedness to drive environmental stewardship Furthermore, studies show that skills and confidence gained through hands-on learning nurture autonomy, as participants take ownership of their actions and witness tangible outcomes ( 46 – 48 , 55 ). As they gain autonomy and competence, children are likely to believe that their actions can mitigate environmental harm ( 9 , 13 , 14 ). Subsequently, this helps them align their beliefs to core values. Moral norms are argued to get activated, creating a sense of personal obligation to address environmental challenges. For instance, individuals who internalized the norm of reducing their carbon footprint were found to be more likely to adopt sustainable practices ( 56 ). When performed in groups such as those in the school setting, these activities are also well situated to nurture a sense of belongingness and collective efficacy. Further, they encourage reflection on one’s role within ecosystems and communities, helping students align their actions with personal values ( 57 ). Autonomy cultivated through these experiences empowers students to make decisions that reflect their commitment to sustainability. Studies show that hands-on problem-solving for real-world issues, nurtures autonomy and builds competence ( 58 ). Research highlights that competence promotes a sense of efficacy, encouraging proactive steps toward sustainability ( 59 , 60 ). For instance, when actions are tied to shared community goals, the sense of achievement further amplifies relatedness and intrinsic motivation, catalyzing long-term engagement in environmental stewardship ( 61 ).Such alignment strengthens intrinsic motivation to act, a core tenet of Ryan and Deci’s SDT. Integrating Connectedness, Values, and Psychological Needs for Holistic Development Findings from the structural model presented in this study show that experiential learning in nature, a sense of connectedness, and personal values work synergistically to drive responsiveness to nature. When children feel connected to nature and their community, equipped with the values and skills to effect change, and empowered to act independently, their motivation for sustainability is significantly enhanced. Overall, study findings support the need for experiential and immersive experiences in nature as a means to foster greater nature connectedness and responsive behaviour among young people. Such interventions through families, schools, and education policy offer a promising way forward. While offering greater opportunities for nature exposure and engagement to children at the level of individual and collective stakeholders, policymakers would do well to reimagine traditional EE curricula. Additionally, time spent in nature has also been linked to numerous psychological, cognitive, and developmental benefits in children. Research shows that exposure to natural settings improves mental well-being ( 62 ), cognitive functioning ( 63 ), social skills, and strengthens communication abilities ( 64 ). Furthermore, fostering emotional bonds with nature and building social connections within conservation-focused communities reinforces environmental values, ultimately creating more engaged and committed stewards of the planet. In conclusion, experiential activities rooted in nature-based learning offer a powerful framework for EE. A recent study by ( 65 ) has also emphasized the role of behavioural change and collective endeavours to address this situation. ‘Greening Education’ by offering greater nature exposure and environmental engagement can go a long way in inculcating responsiveness to the ecological crisis among school students. The resulting benefits extend beyond environmental stewardship to include psychological well-being and positive developmental outcomes, making such approaches invaluable for fostering a sustainable future. 5.0 Limitations and Way Forward Although this study makes valuable scholarly contributions, there are some limitations. First, the study sample consisted of mostly urban, English-speaking school students only. This excludes a large section of students situated in other socio-cultural contexts with varied access to nature and open spaces. Moreover, the wide age range of 10–19 years encompasses students across different developmental stages—in terms of their psychosocial maturity and how they relate to nature. The present study did not delve into distinctions (if any) across this age group on the variables of interest. Next, all data was collected through self-report measures. Future studies could look at diverse and more nuanced data collection methods, including parent/teacher reports and experience sampling, to gain additional insights. Future research could also look at interventions embedding structured immersive outdoor experiences within the curricular framework and examining how this fares in comparison to the conventional EE curriculum in attaining desirable outcomes. Furthermore, research should explore how these elements interact across diverse populations and settings to optimize educational strategies for environmental and personal growth. Declarations Data Availability The raw data [anonymized] supporting this study will be made available on open access platform osf.io after the acceptance of the article, and can be accessed freely through our corresponding author- Dr. Pooja Swami Sahni ( [email protected] / [email protected] ) Conflict of interest Authors declare no conflict of interest. Acknowledgments Authors acknowledge the support of Dr. Ashish Aman Sinha in review of data analysis methods. The valuable feedback provided by Dr. Michael T Warren is appreciated. Funding Statement This research study was supported by the Varela Grant (2020), Mind and Life Institute, USA. Corresponding Author Pooja Swami Sahni ( [email protected] / [email protected] ) Ethics Approval The research protocol was reviewed and approved by the Institute Ethics Committee; Indian Institute of Technology Delhi vide Application Number 2021/P004. The study was conducted in accordance with the guidelines and regulations of the Institute Ethics Committee, Indian Institute of Technology Delhi. Consent to Participate As the study involved participants under 16 years of age, written informed consent was obtained from their parents or legal guardians prior to participation. Detailed participant information sheets outlining the study objectives, procedures, potential risks and benefits, confidentiality safeguards, and the voluntary nature of participation were provided through the school administration. Only students for whom duly signed parental informed consent was received were included in the study. In addition, informed assent was obtained from the students before administration of the survey to ensure voluntary participation. Participants were informed of their right to decline participation or withdraw from the study at any time without penalty. All data were collected and stored in accordance with approved ethical standards, ensuring strict confidentiality and anonymity. Consent for Publication Participants form the present research were briefed about the research. They have provided their consent for the publication of their data for research purposes. To ensure their safety, name and other sensitive details have been removed from the tables. This consent was carefully collected from both the students, their parents and the head of the school. Competing interests The authors declare no competing interests. References The State of the World’s Children 2025 [Internet]. [cited 2025 Dec 12]. Available from: https://www.unicef.org/reports/state-of-worlds-children Rousell D, Cutter-Mackenzie-Knowles A. A systematic review of climate change education: giving children and young people a “voice” and a “hand” in redressing climate change. Child Geogr. 2020 Mar 3;18(2):191–208. Goldwert D, Dev AS, Broos HC, Broad K, Timpano KR. The impact of anxiety and intolerance of uncertainty on climate change distress, policy support, and pro-environmental behaviour. Br J Clin Psychol. 2024 Mar;63(1):1–15. Hnatyuk V, Pshenychna N, Kara S, Kolodii V, Yaroshchuk L. Education’s role in fostering environmental awareness and advancing sustainable development within a holistic framework. Multidiscip Rev. 2024 Jun 11;7:2024spe012. 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Nature in the heart and mind of the beholder: Psycho-emotional and EEG differences in perception of virtual nature due to gender. Vision (Basel) [Internet]. 2023 Apr 3;7(2). Available from: https://doi.org/10.3390/vision7020030 Bouman T, Steg L, Kiers HAL. Measuring values in environmental research: A test of an environmental Portrait Value Questionnaire. Front Psychol. 2018 Apr 23;9:564. Schwartz SH. A proposal for measuring value orientations across nations [Internet]. [cited 2024 Dec 16]. Available from: https://www.europeansocialsurvey.org/sites/default/files/2023-06/ESS_core_questionnaire_human_values.pdf Cieciuch J, Döring AK, Harasimczuk J. Measuring Schwartz’s values in childhood: Multidimensional scaling across instruments and cultures. Eur J Dev Psychol. 2013 Sep;10(5):625–33. SmartPLS [Internet]. [cited 2024 Dec 20]. Available from: https://www.smartpls.com. Sarstedt M, Hair JF, Pick M, Liengaard BD, Radomir L, Ringle CM. Progress in partial least squares structural equation modeling use in marketing research in the last decade. Psychol Mark. 2022 May;39(5):1035–64. Henseler J, Ringle CM, Sarstedt M. A new criterion for assessing discriminant validity in variance-based structural equation modeling. J Acad Mark Sci. 2015 Jan;43(1):115–35. Chawla L. Childhood nature connection and constructive hope: A review of research on connecting with nature and coping with environmental loss. People Nat (Hoboken). 2020 Sep;2(3):619–42. Sockhill NJ, Dean AJ, Oh RRY, Fuller RA. Beyond the ecocentric: Diverse values and attitudes influence engagement in pro‐environmental behaviours. People Nat (Hoboken). 2022 Dec;4(6):1500–12. Beery T. Swedish early childhood educators’ views on teaching to promote connectedness to nature [Internet]. North American Association for Environmnental Education. 1725 DeSales Street NW, Washington, DC 20036. Tel: 202-419-0412; Web site: https://naturalstart.org/research; 2022 [cited 2024 Dec 15]. Available from: https://eric.ed.gov/?id=EJ1350525 Beasy K, Jones C, Kelly R, Lucas C, Mocatta G, Pecl G, et al. The burden of bad news: educators’ experiences of navigating climate change education. Environ Educ Res. 2023 Nov 2;29(11):1678–91. Nepraš K, Strejčková T, Kroufek R. Climate change education in primary and lower secondary education: Systematic review results. Sustainability. 2022 Nov 11;14(22):14913. Carrillo-Nieves D, Clarke-Crespo E, Cervantes-Avilés P, Cuevas-Cancino M, Vanoye-García AY. Designing learning experiences on climate change for undergraduate students of different majors. Front Educ [Internet]. 2024 Feb 8;9. Available from: https://doi.org/10.3389/feduc.2024.1284593 Croak A, Walker GJ. Hands-on climate engagement: principles for effective hands-on activities and demonstrations. J Sci Commun [Internet]. 2024 May 20;23(03). Available from: http://dx.doi.org/10.22323/2.23030803 Dastgeer G. Empowering environmental stewardship: Pedagogical approaches for integrating green and clean land practices in educational institutions of Pakistan. Pakistan Social Sciences Review [Internet]. 2024 Mar 31;8(I). Available from: https://doi.org/10.35484/pssr.2024(8-I)42 Kiss B, Sekulova F, Hörschelmann K, Salk CF, Takahashi W, Wamsler C. Citizen participation in the governance of nature‐based solutions. Environ Pol Gov. 2022 Jun;32(3):247–72. Moll A, Collado S, Staats H, Corraliza JA. Restorative effects of exposure to nature on children and adolescents: A systematic review. J Environ Psychol. 2022 Dec;84(101884):101884. Richardson M, McEwan K. 30 Days Wild and the relationships between engagement with nature’s beauty, nature connectedness and well-being. Front Psychol. 2018 Sep 3;9:1500. van der Werff E, Steg L, Keizer K. The value of environmental self-identity: The relationship between biospheric values, environmental self-identity and environmental preferences, intentions and behaviour. J Environ Psychol. 2013 Jun;34:55–63. Martin C, Czellar S. Where do biospheric values come from? A connectedness to nature perspective. J Environ Psychol. 2017 Oct;52:56–68. Nisbet EK, Zelenski JM, Murphy SA. Happiness is in our Nature: Exploring Nature Relatedness as a Contributor to Subjective Well-Being. J Happiness Stud. 2011 Apr;12(2):303–22. Han H, Hyun SS. Fostering customers’ pro-environmental behavior at a museum. J Sustain Tour. 2017 Sep 2;25(9):1240–56. Cazacu S, Mulder I, Vande Moere A, Steenberghen T. Revealing the role of values in developing a garden data ecosystem through a reflective participatory design approach. In: The 11th International Conference on Communities and Technologies (C&T). New York, NY, USA: ACM; 2023. p. 156–62. Skaltsa IG, Kasimatis K, Koutsouris A. Fostering young agronomists’ competencies through experiential learning: A pilot research in the Agricultural University of Athens, Greece. In: Education and New Developments 2022 – Volume I. inScience Press; 2022. p. 489–93. Flood K, Mahon M, McDonagh J. Assigning value to cultural ecosystem services: The significance of memory and imagination in the conservation of Irish peatlands. Ecosyst Serv. 2021 Aug;50(101326):101326. Smith DEK. Look to the ravens: reconceptualizing communities of practice into ecosystems of practice. Environ Educ Res. 2022 Sep 2;28(9):1348–58. Mac Donald S, Staats H. Conservation as integration: Desire to belong as motivation for environmental conservation. Soc Nat Resour. 2022 Jan 2;35(1):75–91. Liu J, Green RJ. The effect of exposure to nature on children’s psychological well-being: A systematic review of the literature. Urban For Urban Greening. 2023 Mar;81(127846):127846. Sahni P, Kumar J. Effect of nature experience on fronto-parietal correlates of neurocognitive processes involved in directed attention: An ERP study. Ann Neurosci. 2020 Jul;27(3-4):136–47. Scott S, Gray T, Charlton J, Millard S. The impact of time spent in natural outdoor spaces on children’s language, communication and social skills: A systematic review protocol. Int J Environ Res Public Health. 2022 Sep 23;19(19):12038. Vlasceanu M, Doell KC, Bak-Coleman JB, Todorova B, Berkebile-Weinberg MM, Grayson SJ, et al. Addressing climate change with behavioral science: A global intervention tournament in 63 countries. Sci Adv. 2024 Feb 9;10(6):eadj5778. Additional Declarations No competing interests reported. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-8886161","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":617661228,"identity":"9d69972b-8c39-41b2-888d-2680cb173d20","order_by":0,"name":"Pooja S Sahni","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAAz0lEQVRIiWNgGAWjYJACA4YKIHmYgQ1IShCr5QxICzMJWhgY24DEAbAWIoA5e/OBgp/zrBP7jvMfe1xRY5HHwH746AZ8Wix7jiUY9m5LT5x5mJnd8MwxiWIGnrS0G3j9cSPHwIB32+HEDUC/SDawSSQ2SPCYEdRi+HcOTMs/IrUY8zZAtTS2EaEF5BdjmWPpxkC/mBs29kkkthHyCzDEjhm+qbGW7Tt/8NnDhm91if3sh4/hdxgDAxsQMyNECMYOSPkDFC2jYBSMglEwCtABAHHlSrw5wMh/AAAAAElFTkSuQmCC","orcid":"","institution":"Indian Institute of Technology Delhi","correspondingAuthor":true,"prefix":"","firstName":"Pooja","middleName":"S","lastName":"Sahni","suffix":""},{"id":617661230,"identity":"a0499438-e598-4c2c-9d4f-a45e0d221add","order_by":1,"name":"Carine Gibert","email":"","orcid":"","institution":"Grounded in Motion","correspondingAuthor":false,"prefix":"","firstName":"Carine","middleName":"","lastName":"Gibert","suffix":""},{"id":617661232,"identity":"9189c09b-01b1-4132-ac47-e72a8129f408","order_by":2,"name":"Pulkit Khanna","email":"","orcid":"","institution":"O. 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Legend-ValBeliefs, Environmental Values \u0026amp; Beliefs; NatCon., Connectedness to Nature; RespNatDistress, Response to nature in distress; NatExpIndex, Nature Experience Index\u003c/em\u003e\u003c/p\u003e","description":"","filename":"3.png","url":"https://assets-eu.researchsquare.com/files/rs-8886161/v1/bceb251f53f57c7d027561a1.png"},{"id":106959852,"identity":"72b26707-f5d5-4e1a-b460-e3bbacd41f8b","added_by":"auto","created_at":"2026-04-15 09:15:58","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1099750,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8886161/v1/ffe21585-e193-426f-99aa-39ca6b8a2563.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Greening Education to Strengthen Environmental Values and Ecological Crisis Responsiveness in School Students","fulltext":[{"header":"1.0 Introduction","content":"\u003cp\u003eAs the ecological crisis intensifies, nearly one billion children worldwide face significant risks from climate impacts (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e). This reality highlights the urgency of empowering young people to navigate environmental challenges. Although recent efforts to enhance environmental education (EE) have improved awareness among youth, this knowledge often falls short of prompting concrete environmentally sustainable behavior. Studies support that conventional strategies for EE are inadequate in influencing students\u0026rsquo; attitudes and behavior (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e). To bridge this gap, researchers highlight the potential of behavioral science-informed and community-focused strategies to promote environmental awareness and action at individual and school levels (\u003cspan additionalcitationids=\"CR5\" citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e). UNESCO recently launched the global initiative \u0026lsquo;Greening Education\u0026rsquo; to transform education. It mandates the blending of EE across subjects and levels, and embraces an experiential learning approach. It states that climate education ought to be integrated into school curricula, teaching materials, pedagogy, and assessment (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e). However, the challenges remain in implementing it successfully, designing effective curriculum strategies, and understanding how to guide behavior change.\u003c/p\u003e \u003cp\u003eAmong the theoretical frameworks available, Connectedness to Nature Theory (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e), Value-Belief-Norm Theory (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e), and Self-Determination Theory (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e) offer compelling explanations for how experiential learning approaches can drive values, intrinsic motivation, meaningful, and sustained behavioral change. Connectedness to Nature theory directly addresses the emotional experiences with nature and how it fosters environmentally responsible behavior (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e). Rooted in psychological and ecological frameworks, the theory posits that a strong sense of connection to nature involves a deep emotional affinity for the natural world, often manifesting as feelings of peace, wonder, and belonging when interacting with nature. It could foster cognitive awareness of the interdependence with natural systems, strengthening the ecological identity and appreciation of biodiversity.\u003c/p\u003e \u003cp\u003eThe Value-Belief-Norm theory explains how a deep emotional connection with nature strengthens biospheric values. These values prioritize the well-being of all living things, potentially creating a sense of moral obligation to act sustainably (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e). The theory explains that personal values, particularly biospheric (concern for nature), altruistic (concern for others), and egoistic (concern for self), shape environmental attitudes.These values inform ecological worldviews, which help in framing how individuals perceive environmental issues and their responsibility. Personal norms, or feelings of moral obligation, arise when individuals believe their actions can mitigate environmental harm and align with their values and beliefs (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eSelf-Determination Theory explains the underlying mechanisms that link values to behavior change and action. The theory suggests that developing a deep emotional connection with nature fulfills the need for relatedness (a connection to something larger than oneself) and fosters autonomy (acting through a sense of volition) (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e)​​. It offers a psychological framework for understanding human motivation that emphasizes the critical role of intrinsic motivation and the fulfillment of basic psychological needs in driving long-lasting pro-environmental behavior (\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eAltogether, these behavioral science theories suggest that cultivating positive emotional connections seems to represent a pivotal step toward achieving enduring pro-environmental behavior. To prioritize fostering an intrinsic connection to nature among students, Puri (\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e), argues that EE in current times must transcend traditional teaching methods. This transformation necessitates a curriculum designed to help children relate to environmental issues that often appear distant and abstract, and understand the interconnections among concepts such as biodiversity loss, climate change, pollution, and deforestation. A promising pathway to cultivating this connection is through experiential nature-based learning in formal and non-formal educational setups. Direct engagement with nature\u0026mdash;via outdoor education, field trips, or community initiatives\u0026mdash;can transform theoretical environmental concepts into tangible and relatable nature experiences (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e). Programs that emphasize nature experience, such as forest camps and eco-schools, have demonstrated their potential to enhance students' understanding of the interrelationship between humans and the natural world (\u003cspan additionalcitationids=\"CR21\" citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e). These immersive nature experiences not only deepen students' connections with nature but also reduce stress and foster lifelong environmental stewardship (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eAdditionally, studies indicate that children who grow up in or frequently visit green spaces tend to develop a stronger sense of connectedness to nature, which in turn fosters empathic concern and a sense of responsibility for the natural world (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e). Children with regular access to green spaces spend more time outdoors, which in turn strengthens their affinity for nature and deepens their environmental empathy (\u003cspan additionalcitationids=\"CR27\" citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e). These foundational values are often established in early childhood and shaped significantly by the influence of families, educators, and the neighbouring community and school environments (\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eHowever, children are increasingly deprived of opportunities to spend time in natural environments (\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e). Factors such as rapid urbanization and the expansion of built environments have significantly reduced access to school and neighborhood green spaces, limiting opportunities for direct engagement with nature. Furthermore, the current EE curriculum often focuses primarily on climate science and theoretical knowledge, delivered through conventional classroom-based teaching methods (\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e). This disconnect between education and experiential engagement with nature is argued to undermine the implementational goals of \u0026lsquo;Greening Education\u0026rsquo;, hindering the development of a sense of environmental stewardship among students.\u003c/p\u003e \u003cp\u003eIn this study, a model is proposed to investigate the relationship of existing EE curriculum and nature experiences during childhood (either through school programs or neighbourhood green areas) with connectedness to nature, environmental values, and the responsiveness to ecological crisis among children. Responsiveness to ecological crises is evaluated through participants' reactions to images depicting ecological degradation. Drawing on insights from empathy and prosocial behavior research, it is premised that a heightened distress response to such imagery may serve as a catalyst to foster motivation to engage in prosocial behaviour or, in the context of this study, responsiveness to ecological crisis or pro-environmental behaviour (\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e). The proposed model aims to examine the significant underlying mechanisms and mediating factors affecting children\u0026rsquo;s responsiveness to ecological crises. The model also includes the role of age and gender. Figure\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e describes the proposed model and the study hypothesis. The study hypotheses are:\u003c/p\u003e \u003cp\u003e \u003cstrong\u003eHypothesis 1\u003c/strong\u003e \u003cp\u003eGender (H1.1), age (H1.2), and EE curriculum [EnvCurr] (H1.3) do not influence nature connectedness [NatCon], environmental values and beliefs [ValBeliefs], or response to nature in distress [RespNatDistress].\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eHypothesis 2\u003c/strong\u003e \u003cp\u003eExperiential learning in nature through school green areas, neighbourhood green areas and frequency of visit to these areas [NatExpIndex] will influence nature connectedness [NatCon](H2.1), environmental values and beliefs [ValBeliefs](H2.2), response to nature in distress [RespNatDistress] (H2.3).\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eHypothesis 3\u003c/strong\u003e \u003cp\u003e[NatCon] will directly influence [ValBeliefs [RespNatDistress] (H3.2).\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eHypothesis 4\u003c/strong\u003e \u003cp\u003e[ValBeliefs] will influence [RespNatDistress] (H4.1)\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eHypothesis 5\u003c/strong\u003e \u003cp\u003e[NatCon] and [ValBeliefs] will mediate the relationship of [NatExpIndex] with [RespNatDistress]\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003c/p\u003e"},{"header":"2.0 Methods","content":"\u003cp\u003eThis study used a cross-sectional survey design to examine the role of age, gender, EE, experiential learning in nature, connectedness to nature, and environmental values for responsiveness to ecological crisis among school students. Google forms were used to create an online survey booklet and collect responses.\u003c/p\u003e\n\u003cdiv id=\"Sec3\"\u003e\n \u003ch2\u003e2.1 Sample\u003c/h2\u003e\n \u003cp\u003eThe sample size was determined using a priori power calculations for many groups (main effects and interactions). Using G*Power version 3.1.9.7 with an effect size of ρ = 0.5, an alpha of 0.05, and a 0.95 power sample size was computed. It suggested a minimum of about 500 participants, with a goal of a comparable sample of school students from different grades. This would confer sufficient power to detect a moderate effect of age and grade (effect size f ≈ 0.25). A total of 538 school students participated.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec4\"\u003e\n \u003ch2\u003e2.2 Procedure\u003c/h2\u003e\n \u003cp\u003eA convenience sampling method was used to recruit school-going participants (~ 10–19 years) located predominantly in the National Capital Region (NCR) of Delhi, India. Participation was sought through school email groups after the consent of school administrators. Parent consent forms including the study description and overview were given to students who expressed interest in participation. Once duly signed parental consent was received, students were given access to the online survey booklet which included a form for informed consent as well. All students were asked to carefully read the statements outlining the study's overall goal and their right to confidentiality, anonymity, and to withdraw at any stage before proceeding to fill the form. All procedures were performed according to the Institute Ethics Committee (IEC) guidelines and regulations. All experimental protocols had the approval of the IEC with a strict observance of confidentiality at all steps of the study.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec5\"\u003e\n \u003ch2\u003e2.3 Measures\u003c/h2\u003e\n \u003cp\u003eTo meet the study objectives, the survey booklet included demographic information schedule, a set of questions, curated by the research team, representing nature experience indexed by the presence of nature-rich areas in school and neighborhood, as well as frequency of visit along with a picture rating scale to gather participants' response to nature in distress. Two standardized questionnaires were used to assess connectedness and environmental values, as described in following sections.\u003c/p\u003e\n \u003cp\u003e\u003cem\u003e2.3.1 Demographic Information Schedule\u003c/em\u003e: Participants filled out their demographic details, which included age, gender, grade, school name, and location.\u003c/p\u003e\n \u003cp\u003e\u003cem\u003e2.3.2 Nature Experience index\u003c/em\u003e [NatExpIndex]: A composite score was computed based on three questions pertaining to the presence of green areas like playgrounds, gardens, or parks in the neighborhood [Nat. Neighborhood] and schools [Nat. School] as well as frequency of visit [Nat. VistFreq] to such areas. The objective was to assess the presence of green areas in an individual’s neighborhood and school. Participants were asked to assess the presence of green areas by evaluating the existing aspects like trees, animals, plants, gardens, water bodies and various other nature rich areas on a five point likert scale ranging from “Very Low” to “Very High”. To determine frequency of visits to green areas, participants rated their visit on a five point likert scale ranging from “Never” to “Daily”.\u003c/p\u003e\n \u003cp\u003e\u003cem\u003e2.3.4 Environmental Values and Beliefs\u003c/em\u003e [ValBeliefs] (36): The Environmental Portrait Values Questionnaire (E-PVQ), 17-item questionnaire was administered with a seven-point Likert-type scale to measure values and beliefs with regards to the environment. Instead of asking about the participants values directly, the E-PVQ uses short verbal portraits of another person in which a value is described that is important to this person (e.g.,\"It is important to [him/her/them] to protect the environment.”). Participants were asked to indicate the extent to which the portrayed person is like the participant themselves, ranging from “Not like me at all” to “Very much like me”. The E-PVQ formulation is based on Portrait Value Questionnaire (PVQ) and focuses on evaluations of other persons rather than evaluations of the self, answers are expected to be less influenced by self-presentation (36) and are less likely to think about what is socially acceptable and how the values might relate to each other (37). E-PVQ has been found to be more successful in identifying value structures in non-Western populations (37) and among children (36, 38) than other scales used to measure environmental values. The cronbach alpha for this study was found to be acceptable (α = 0.895)\u003c/p\u003e\n \u003cp\u003e\u003cem\u003e2.3.5 Connectedness to Nature\u003c/em\u003e [NatCon.] (7) - This is a 20-item questionnaire that measures to what degree people feel part of nature, with a Likert Scale response ranging from 1 “Strongly Disagree” to 5 “Strongly Agree”. Similar to E-PVQ, participants were asked to indicate to what extent they identify themselves with the portrayed person; such as “[Him/Her/Them] likes to see wildflowers in nature. How similar is [He/She/They] to you?” and “[Him/Her/Them] is heartbroken when animals pass away. How similar is [he/she/they] to you?\". Cronbach alpha for the study sample was found to be acceptable (α = 0.892)\u003c/p\u003e\n \u003cp\u003e\u003cem\u003e2.3.6 Picture Rating Scale\u003c/em\u003e : This tool comprised a set of 22 visual items depicting various elements of nature. To avoid biases and patterned responses, images included both images of ecological degradation causing distress and of healthy environments with no distress. Items representing ecological degradation included images of air and water pollution, microplastics in marine, deforestation, agri-forest burning, and so on. The participants were asked to respond on a 5-point likert scale from “No Distress” to “Most Distress”. The image set has previously been used in a neuropsychology study examining neural correlates of nature empathy (34), which reliably established that viewing distress images evokes an enhanced neural response in children who scored high on empathy for nature. The Cronbach alpha for the picture rating scale for this study was found to be acceptable (α = 0.821).\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec6\"\u003e\n \u003ch2\u003e2.4 Data Analysis\u003c/h2\u003e\n \u003cp\u003eSmartPLS 4 software (39) was used to conduct partial least square structural equation modeling (PLS-SEM) for estimating the study model and proving the hypotheses depicted in Fig.\u0026nbsp;1. The PLS-SEM method was found useful for structural modelling by developing hierarchical component models that address both dependent and independent variables.\u003c/p\u003e\n \u003cp\u003eAfter screening the data for missing values, extremes, and outliers, the measurement model was tested. Construct reliability and validity were examined by assessing indicator loadings and conducting various tests to verify the model’s reliability and validity. Key measurements for the model included Average Variance Extracted (AVE), Composite Reliability (CR), and Cronbach's alpha (CA), subject to indicators demonstrating loadings \u0026gt; 0.70 ( i.e. they account for at least 50% of the variance). An AVE of 0.50 or greater confirmed the convergent validity (40).To assess discriminant validity, Heterotrait-Monotrait Ratio (HTMT) was applied. An HTMT value below 0.90 indicates that the two reflectively measured constructs are distinct (41).\u003c/p\u003e\n \u003cp\u003eNext, the structural model was tested to examine the proposed complexity of the relationships. This involved analyzing path coefficients, t-values, p-values, and beta values to understand the connections between constructs and to test the hypotheses of the study. Lastly, mediation effects were tested by analysing direct and indirect effects.\u003c/p\u003e\n\u003c/div\u003e"},{"header":"3.0 Results","content":"\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\n \u003ch2\u003e3.1 Demographic Characteristics\u003c/h2\u003e\n \u003cp\u003eAmong the 538 participants, 253 were males (47%) and 285 were females (53%). Participants\u0026rsquo; age ranged from 10\u0026ndash;19 years. We categorized them into two groups: 10\u0026ndash;14 years, n\u0026thinsp;=\u0026thinsp;300 participants (56%), and 15\u0026ndash;19 years, n\u0026thinsp;=\u0026thinsp;238 participants (44%). Based on grade, participants were grouped in three categories: Grade 6th\u0026ndash;8th; n\u0026thinsp;=\u0026thinsp;178 (34%); Grade 9th\u0026ndash;10th; n\u0026thinsp;=\u0026thinsp;196 (36%); and Grade 11th\u0026ndash;12th; n\u0026thinsp;=\u0026thinsp;161 (30%). Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e presents the demographic characteristics of all participants. In the study sample only 38% of students reported a high to very high presence of nature in their neighborhood, which included trees, plants, parks, gardens, and other green spaces; 45.4% found the presence to be moderate, while 22% reported low to very low. 62% of the students reported the presence of nature in their school, ranging between high and very high; 30% described it as moderate, while 6% reported low to very low presence. Further, 52% of students reported visiting nature-rich areas daily to almost daily, while 10% reported their frequency as thrice a week. It is noteworthy that a fairly large percentage (37%) of the students reported visiting nature rich areas one or two times a week. Study descriptives are included in supplementary materials S1.\u003c/p\u003e\n \u003cdiv class=\"gridtable\"\u003e\u0026nbsp;\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eDemographic information\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003ccolgroup cols=\"4\"\u003e\u003c/colgroup\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\n \u003cp\u003eGender\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e\n \u003cth align=\"left\" colname=\"c3\"\u003e\n \u003cp\u003eN\u0026thinsp;=\u0026thinsp;538\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colname=\"c4\"\u003e\n \u003cp\u003e%\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003cth align=\"left\" colname=\"c2\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colname=\"c3\"\u003e\n \u003cp\u003e253\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colname=\"c4\"\u003e\n \u003cp\u003e47%\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c2\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\n \u003cp\u003e285\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c4\"\u003e\n \u003cp\u003e53%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colname=\"c1\"\u003e\n \u003cp\u003eAge\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c2\"\u003e\n \u003cp\u003e10\u0026ndash;14 years\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\n \u003cp\u003e300\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c4\"\u003e\n \u003cp\u003e56%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c2\"\u003e\n \u003cp\u003e15\u0026ndash;19 years\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\n \u003cp\u003e238\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c4\"\u003e\n \u003cp\u003e44%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colname=\"c1\"\u003e\n \u003cp\u003eEnvCurr\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c2\"\u003e\n \u003cp\u003e6th-8th grade\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\n \u003cp\u003e178\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c4\"\u003e\n \u003cp\u003e33%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c2\"\u003e\n \u003cp\u003e9th-10th grade\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\n \u003cp\u003e196\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c4\"\u003e\n \u003cp\u003e36%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c2\"\u003e\n \u003cp\u003e11th-12th grade\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\n \u003cp\u003e161\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c4\"\u003e\n \u003cp\u003e30%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec9\" class=\"Section2\"\u003e\n \u003ch2\u003e3.2 PLS-SEM results assessment\u003c/h2\u003e\n \u003cp\u003eThe framework for PLS-SEM implementation was done in two phases: first the measurement model was tested and then the structural model was computed using bootstrapping along with mediation effects.\u003c/p\u003e\n \u003cdiv id=\"Sec10\" class=\"Section3\"\u003e\n \u003ch2\u003e3.2.1 Measurement Model Assessment\u003c/h2\u003e\n \u003cp\u003eThe reliability and internal consistency of all the constructs were evaluated using CA and CR values. In this study, the CA and CR values were found to be in the range of 0.665\u0026ndash;0.906, surpassing the recommended threshold. In addition, the convergent validity of the study was examined by the AVE test with a threshold value of 0.50 or greater, confirming the validity of all constructs. Table 2 demonstrates that all the indicators had strong reliability and validity.\u0026nbsp;\u003c/p\u003e\n \u003cp\u003eTable 2: Reliability and Validity\u003c/p\u003e\n \u003cdiv class=\"gridtable\"\u003e\u0026nbsp;\u003ctable float=\"No\" id=\"Taba\" border=\"1\"\u003e\n \u003ccolgroup cols=\"4\"\u003e\u003c/colgroup\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\" colname=\"c1\"\u003e\n \u003cp\u003eConstructs\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colname=\"c2\"\u003e\n \u003cp\u003eCronbach\u0026rsquo;s Alpha\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colname=\"c3\"\u003e\n \u003cp\u003eComposite Reliability\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colname=\"c4\"\u003e\n \u003cp\u003eAverage Variance Extracted (AVE)\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colname=\"c1\"\u003e\n \u003cp\u003eNatExpIndex\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\n \u003cp\u003e0.665\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\n \u003cp\u003e0.692\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\n \u003cp\u003e0.539\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colname=\"c1\"\u003e\n \u003cp\u003eNatCon.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\n \u003cp\u003e0.892\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\n \u003cp\u003e0.906\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\n \u003cp\u003e0.529\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colname=\"c1\"\u003e\n \u003cp\u003eValBeliefs\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\n \u003cp\u003e0.895\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\n \u003cp\u003e0.904\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\n \u003cp\u003e0.582\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colname=\"c1\"\u003e\n \u003cp\u003eRespNatDistress\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\n \u003cp\u003e0.821\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\n \u003cp\u003e0.894\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\n \u003cp\u003e0.655\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n \u003cp\u003eTo determine how unique each component is from the remaining components of the given structural model, HTMT test was applied. Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e3\u003c/span\u003e shows the HTMT ratio of all constructs. The ratios were found to be adequate since no value exceeded 0.90, indicating excellent discriminant validity.\u003c/p\u003e\n \u003cdiv class=\"gridtable\"\u003e\n \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003cbr\u003e\u003c/div\u003e\u0026nbsp;\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eHeterotrait-Monotrait Ratio (HTMT)\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003ccolgroup cols=\"8\"\u003e\u003c/colgroup\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\" colname=\"c1\"\u003e\n \u003cp\u003eConstructs\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colname=\"c2\"\u003e\n \u003cp\u003eGender\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colname=\"c3\"\u003e\n \u003cp\u003eAge\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colname=\"c4\"\u003e\n \u003cp\u003eEnvCurr\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colname=\"c5\"\u003e\n \u003cp\u003eNatExpIndex\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colname=\"c6\"\u003e\n \u003cp\u003eNatCon.\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colname=\"c7\"\u003e\n \u003cp\u003eValBeliefs\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colname=\"c8\"\u003e\n \u003cp\u003eRespNatDistress\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colname=\"c1\"\u003e\n \u003cp\u003eGender\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colname=\"c1\"\u003e\n \u003cp\u003eAge\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\n \u003cp\u003e0.100\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colname=\"c1\"\u003e\n \u003cp\u003eEnvCurr\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\n \u003cp\u003e0.194\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\n \u003cp\u003e0.712\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colname=\"c1\"\u003e\n \u003cp\u003eNatExpIndex\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\n \u003cp\u003e0.170\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\n \u003cp\u003e0.311\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\n \u003cp\u003e0.277\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colname=\"c1\"\u003e\n \u003cp\u003eNatCon.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\n \u003cp\u003e0.050\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\n \u003cp\u003e0.028\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\n \u003cp\u003e0.049\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\n \u003cp\u003e0.383\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colname=\"c1\"\u003e\n \u003cp\u003eValBeliefs\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\n \u003cp\u003e0.035\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\n \u003cp\u003e0.003\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\n \u003cp\u003e0.007\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\n \u003cp\u003e0.311\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\n \u003cp\u003e0.640\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colname=\"c1\"\u003e\n \u003cp\u003eRespNatDistress\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\n \u003cp\u003e0.067\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\n \u003cp\u003e0.007\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\n \u003cp\u003e0.033\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\n \u003cp\u003e0.170\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\n \u003cp\u003e0.224\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\n \u003cp\u003e0.270\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n \u003c/div\u003e\n \u003cdiv id=\"Sec11\" class=\"Section3\"\u003e\n \u003ch2\u003e3.2.2 Structural Model Assessment\u003c/h2\u003e\n \u003cp\u003eThe proposed study model was constructed through SmartPLS 4 software. Bootstrapping method with a simulation of 5000 random resamples to perform the significance test for each hypothesis.\u003c/p\u003e\n \u003cp\u003eFigure 2 shows the p values for the relationship between all independent variables and dependent variables. The path coefficient from Gender to NatCon was found insignificant (p\u0026thinsp;\u0026gt;\u0026thinsp;0.005). However, association of Gender to ValBeliefs and RespNatDistress were significant though with low path coefficients, hence partly satisfying H1.1. Further the mean scores of girls\u0026apos; ValBeliefs (M\u0026thinsp;=\u0026thinsp;98.38) and RespNatDistress (M\u0026thinsp;=\u0026thinsp;79.21) were found to be higher in comparison to boys\u0026rsquo; ValBeliefs (M\u0026thinsp;=\u0026thinsp;96.8) and RespNatDistress (M\u0026thinsp;=\u0026thinsp;77.52). All mean scores are listed in a descriptive table included in supplementary table S1.\u003c/p\u003e\n \u003cp\u003eThe path coefficient for age and EnvCurr to the dependent variables indicated an insignificant relationship (p\u0026thinsp;\u0026gt;\u0026thinsp;0.005). These findings support H1.2 and H1.3. The outcomes of the path Structural model evaluations, including the tested relationships, hypotheses, and other significant tests, are illustrated in Table \u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e4\u003c/span\u003e.\u003c/p\u003e\n \u003cp\u003eThe fourth independent variable, NatExpIndex, showed a significant relationship with NatCon (p\u0026thinsp;\u0026lt;\u0026thinsp;0.005), indicating a significant positive relationship, thus supporting H2.1. However, the direct relationship of the NatExpIndex to ValBeliefs was insignificant (p\u0026thinsp;=\u0026thinsp;0.261), therefore H2.2 was not supported. The direct relationship of the NatExp Index to RespNatDistress was also found to be insignificant (p\u0026thinsp;=\u0026thinsp;0.351), failing to support H2.3.\u003c/p\u003e\n \u003cp\u003eNatCon to Valbeliefs showed a positive relationship (\u0026beta;\u0026thinsp;=\u0026thinsp;0.701, p\u0026thinsp;\u0026lt;\u0026thinsp;0.005) with a very good strength, confirming H3.1. The direct relationship of NatCon to RespNatDistress was found to be insignificant (p\u0026thinsp;=\u0026thinsp;0.998), failing to support H3.2. Relationship of ValBeliefs to RespNat Distress was significant (\u0026beta;\u0026thinsp;=\u0026thinsp;0.299, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001), with moderate to high strength, supporting H4.1. Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e4\u003c/span\u003e details the results of the path structural model.\u003c/p\u003e\n \u003cdiv class=\"gridtable\"\u003e\u0026nbsp;\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eResults of path structural model\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003ccolgroup cols=\"6\"\u003e\u003c/colgroup\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\" colname=\"c1\"\u003e\n \u003cp\u003eHypothesis\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colname=\"c2\"\u003e\n \u003cp\u003ePaths\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colname=\"c3\"\u003e\n \u003cp\u003ecoefficient(\u0026beta;)\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colname=\"c4\"\u003e\n \u003cp\u003et Statistics\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colname=\"c5\"\u003e\n \u003cp\u003ep Value\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colname=\"c6\"\u003e\n \u003cp\u003esupported\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colname=\"c1\"\u003e\n \u003cp\u003eH1.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c2\"\u003e\n \u003cp\u003eGender-\u0026gt; NatCon.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\n \u003cp\u003e0.065\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\n \u003cp\u003e1.340\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\n \u003cp\u003e0.180\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c6\"\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c2\"\u003e\n \u003cp\u003eGender-\u0026gt; ValBeliefs\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\n \u003cp\u003e0.127\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\n \u003cp\u003e2.350\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\n \u003cp\u003e0.019\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c6\"\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c2\"\u003e\n \u003cp\u003eGender-\u0026gt; RespNatDistress\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\n \u003cp\u003e0.142\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\n \u003cp\u003e2.696\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\n \u003cp\u003e0.007\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c6\"\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colname=\"c1\"\u003e\n \u003cp\u003eH1.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c2\"\u003e\n \u003cp\u003eAge-\u0026gt;NatCon.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\n \u003cp\u003e0.181\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\n \u003cp\u003e1.190\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\n \u003cp\u003e0.234\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c6\"\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c2\"\u003e\n \u003cp\u003eAge-\u0026gt; ValBeliefs\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\n \u003cp\u003e0.017\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\n \u003cp\u003e0.094\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\n \u003cp\u003e0.925\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c6\"\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c2\"\u003e\n \u003cp\u003eAge-\u0026gt; RespNatDistress\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\n \u003cp\u003e0.082\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\n \u003cp\u003e0.478\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\n \u003cp\u003e0.633\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c6\"\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colname=\"c1\"\u003e\n \u003cp\u003eH1.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c2\"\u003e\n \u003cp\u003eEnvCurr-\u0026gt; NatCon.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\n \u003cp\u003e-0.059\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\n \u003cp\u003e0.870\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\n \u003cp\u003e0.384\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c6\"\u003e\n \u003cp\u003eyes\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c2\"\u003e\n \u003cp\u003eEnvCurr-\u0026gt; ValBeliefs\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\n \u003cp\u003e0.017\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\n \u003cp\u003e0.275\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\n \u003cp\u003e0.783\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c6\"\u003e\n \u003cp\u003eyes\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c2\"\u003e\n \u003cp\u003eEnvCurr-\u0026gt; RespNatDistress\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\n \u003cp\u003e-0.011\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\n \u003cp\u003e0.100\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\n \u003cp\u003e0.920\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c6\"\u003e\n \u003cp\u003eyes\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colname=\"c1\"\u003e\n \u003cp\u003eH2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c2\"\u003e\n \u003cp\u003eNatExpIndex-\u0026gt; NatCon.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\n \u003cp\u003e0.318\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\n \u003cp\u003e8.015\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c6\"\u003e\n \u003cp\u003eyes\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colname=\"c1\"\u003e\n \u003cp\u003eH2.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c2\"\u003e\n \u003cp\u003eNatExpIndex-\u0026gt; ValBelief\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\n \u003cp\u003e0.259\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\n \u003cp\u003e1.296\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\n \u003cp\u003e0.261\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c6\"\u003e\n \u003cp\u003eno\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colname=\"c1\"\u003e\n \u003cp\u003eH2.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c2\"\u003e\n \u003cp\u003eNatExpIndex-\u0026gt; RespNatDistress\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\n \u003cp\u003e0.059\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\n \u003cp\u003e0.932\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\n \u003cp\u003e0.707\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c6\"\u003e\n \u003cp\u003eno\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colname=\"c1\"\u003e\n \u003cp\u003eH3.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c2\"\u003e\n \u003cp\u003eNatCon. -\u0026gt; ValBeliefs\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\n \u003cp\u003e0.701\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\n \u003cp\u003e24.842\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c6\"\u003e\n \u003cp\u003eyes\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colname=\"c1\"\u003e\n \u003cp\u003eH3.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c2\"\u003e\n \u003cp\u003eNatCon.-\u0026gt; RespNatDistress\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\n \u003cp\u003e-0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\n \u003cp\u003e0.002\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\n \u003cp\u003e0.998\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c6\"\u003e\n \u003cp\u003eno\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colname=\"c1\"\u003e\n \u003cp\u003eH4.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c2\"\u003e\n \u003cp\u003eValBeliefs-\u0026gt; RespNatDistress\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\n \u003cp\u003e0.299\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\n \u003cp\u003e4.577\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c6\"\u003e\n \u003cp\u003eyes\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n \u003c/div\u003e\n \u003cdiv id=\"Sec12\" class=\"Section3\"\u003e\n \u003ch2\u003e3.2.3 Mediation Analysis\u003c/h2\u003e\n \u003cp\u003eIn the cases where direct relationships were not significant but indirect effects were, mediation effects were tested after controlling for effects of gender. Figure \u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e3\u003c/span\u003e represents the SEM that indicates proposed mediation of NatCon in the relationship of NatExpIndex and ValBeliefs as well as the mediation of Valbeliefs in NatCon and RespNatDistress.The analysis was implemented with 95% bias-corrected bootstrap confidence intervals (CIs) with 5000 samples. As shown in Table \u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e4\u003c/span\u003e, the direct effect of NatExpIndex on RespNatDistress was insignificant (p=.707), but the indirect effects were significant since the bias-corrected CIs excluded zero, therefore a mediation analysis was conducted as follows.\u003c/p\u003e\n \u003cp\u003eThe direct effect of NatExpIndex on ValBeliefs (p\u0026thinsp;=\u0026thinsp;0.261) was insignificant, but the indirect effects were significant since the bias-corrected CIs excluded zero. There was a statistically significant positive relationship between NatExpIndex and NatCon (\u0026beta;\u0026thinsp;=\u0026thinsp;0.287, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001), as well as NatCon and ValBeliefs (\u0026beta;\u0026thinsp;=\u0026thinsp;0.701, p\u0026thinsp;\u0026lt;\u0026thinsp;0.05) with a very good strength and showing a complete mediation of NatCon in the relationship of NatExpIndex and Valbeliefs. Experiential learning through being more present in nature seems to help in forming environmental values and beliefs amongst students only when children feel connected to nature\u003c/p\u003e\n \u003cp\u003eFurther, the path coefficient NatCon. to RespNatDistress was not significant (p\u0026thinsp;=\u0026thinsp;0.998). However, there was a significant relationship between Valbeliefs and RespNatDistress(\u0026beta;\u0026thinsp;=\u0026thinsp;0.299, p\u0026thinsp;\u0026lt;\u0026thinsp;0.05) with a moderate to good strength, confirming H5 and full mediation of Valbeliefs in the relationship of NatCon and RespNatDistress. This implies that being connected to nature evokes a more empathetic response to nature in distress only when environmental values and beliefs exist. It underscores the importance of both cultivating connectedness and environmental values to promote pro-environmental behavior and action.\u003c/p\u003e\n \u003cp\u003eWhile the direct path between NatExpIndex and RespNatDistress is not significant, the indirect paths show strong and significant mediation as seen in Table \u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e5\u003c/span\u003e. NatExpIndex influences ValBeliefs through NatCon (\u0026beta;\u0026thinsp;=\u0026thinsp;0.199, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001), which also mediates the relationship between NatExpIndex and RespNatDistress ( \u0026beta;\u0026thinsp;=\u0026thinsp;0.204, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001) proving full mediation. The total indirect effects are fully supported (\u0026beta;\u0026thinsp;=\u0026thinsp;0.069, p\u0026thinsp;\u0026lt;\u0026thinsp;0.000) while the total effects are not supported (p\u0026thinsp;\u0026gt;\u0026thinsp;0.05) indicating that NatExpIndex affects RespNatDistress only through NatCon and ValBeliefs.\u003c/p\u003e\n \u003cdiv class=\"gridtable\"\u003e\n \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003cbr\u003e\u003c/div\u003e\u0026nbsp;\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\" class=\"fr-table-selection-hover\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eMediation Effect Test\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003ccolgroup cols=\"8\"\u003e\u003c/colgroup\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\n \u003cp\u003eHypothesis\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colname=\"c2\"\u003e\n \u003cp\u003ePaths\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colname=\"c3\"\u003e\n \u003cp\u003ecoefficient(\u0026beta;)\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colname=\"c4\"\u003e\n \u003cp\u003et value\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colname=\"c5\"\u003e\n \u003cp\u003ep value\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e\n \u003cp\u003eBias Corrected 95% CI\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colname=\"c8\"\u003e\n \u003cp\u003eDecision\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003cth align=\"left\" colname=\"c2\"\u003e\n \u003cp\u003ePath estimate\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/th\u003e\n \u003cth align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/th\u003e\n \u003cth align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/th\u003e\n \u003cth align=\"left\" colname=\"c6\"\u003e\n \u003cp\u003eLow\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colname=\"c7\"\u003e\n \u003cp\u003eHigh\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c2\"\u003e\n \u003cp\u003eNatExpIndex-\u0026gt; RespNatDistress\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\n \u003cp\u003e0.019\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\n \u003cp\u003e0.376\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\n \u003cp\u003e0.707\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\n \u003cp\u003e-0.119\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\n \u003cp\u003e0.076\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c8\"\u003e\n \u003cp\u003eNot supported\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c2\"\u003e\n \u003cp\u003eMediation Analysis\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c2\"\u003e\n \u003cp\u003eNatExpIndex-\u0026gt;NatCon-\u0026gt;ValBeliefs\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\n \u003cp\u003e0.199\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\n \u003cp\u003e6.945\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\n \u003cp\u003e0.139\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\n \u003cp\u003e0.249\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c8\"\u003e\n \u003cp\u003eFull Mediation\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colname=\"c1\"\u003e\n \u003cp\u003eH5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c2\"\u003e\n \u003cp\u003eNatExpIndex-\u0026gt;NatCon-\u0026gt;ValBeliefs -\u0026gt; RespNatDistress\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\n \u003cp\u003e0.204\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\n \u003cp\u003e5.857\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\n \u003cp\u003e0.030\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\n \u003cp\u003e0.089\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c8\"\u003e\n \u003cp\u003eFull Mediation\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c2\"\u003e\n \u003cp\u003eTotal indirect effects\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\n \u003cp\u003e0.069\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\n \u003cp\u003e3.44\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\n \u003cp\u003e0.032\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\n \u003cp\u003e0.110\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c8\"\u003e\n \u003cp\u003eSupported\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c2\"\u003e\n \u003cp\u003eTotal effects\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\n \u003cp\u003e0.050\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\n \u003cp\u003e0.982\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\n \u003cp\u003e0.326\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\n \u003cp\u003e-0.060\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\n \u003cp\u003e0.142\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c8\"\u003e\n \u003cp\u003eNot supported\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003c/div\u003e"},{"header":"4.0 Discussion and Conclusion","content":"\u003cp\u003eThis study assessed the critical role of experiential learning in nature in bridging the gap between classroom-based environmental education curricula and students\u0026rsquo; responsiveness to ecological distress. Collectively, study findings underscore the importance of embedding experiential and nature-based learning within educational frameworks to cultivate pro-environmental values and responsive behaviors among students. Such approaches are argued to play a pivotal role in shaping future generations equipped to address the ecological crisis and global sustainability challenges.\u003c/p\u003e \u003cp\u003eIn the current context, this assessment has much utility, as it offers insights on several underexplored issues underlying the cultivation of environmental stewardship. Such as the role of connectedness to nature, opportunities to access green areas, and meaningful engagement in experiential programs at school and in the community. Our findings can help educators in formulating strategies and identifying innovative pedagogical approaches to implement the global agenda for \u0026lsquo;Greening Education\u0026rsquo; in their schools.\u003c/p\u003e \u003cp\u003eThe current findings affirm that classroom-based EE alone is insufficient. Children with a strong connectedness to nature are more likely to develop environmental values. These values, in turn, influence pro-environmental behaviors and foster a sense of accountability for preserving natural habitats (\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e). De Ville et al. (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e) suggest that time spent in nature and environmental programs nurtures greater pro-environmental behaviors among children. Such experiences during formative years are instrumental in nurturing a lifelong commitment to environmental conservation, influencing values and beliefs (\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e44\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eWhile experiential activities are increasingly recognized as essential tools in climate change education, there is a growing need for literature on the underlying mechanisms that drive responsive behavior (\u003cspan additionalcitationids=\"CR46 CR47\" citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e). Recent studies suggest that immersive nature-based learning, outdoor activities, and community-led voluntary conservation initiatives are effective in fostering environmental stewardship (\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e49\u003c/span\u003e, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e50\u003c/span\u003e). Behavioral theories posit that such experiential activities promote connectedness, autonomous decision-making, competence through hands-on experiences, and values, creating a holistic framework for sustainability education. Findings from the current study offer promising evidence in this regard.\u003c/p\u003e \u003cp\u003e \u003cem\u003eFostering connectedness through experiential learning\u003c/em\u003e \u003c/p\u003e \u003cp\u003eImmersive, nature-based experiences allow individuals to engage deeply with their natural environment, fostering emotional and physical bonds with nature (\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e51\u003c/span\u003e, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e52\u003c/span\u003e). Present findings corroborated the existing literature, and NatExpIndex was found to have a positive relationship with NatCon (p\u0026thinsp;\u0026lt;\u0026thinsp;0.005). Experiential activities and frequent participation in school and neighbourhood green programs such as designing and tending gardens, planning conservation strategies, or managing shared resources reportedly provided meaningful opportunities to act for ecological restoration. Drawing from Connectedness to Nature theory, such engagement enhances cognitive understanding of the interdependence between humans and natural systems, thereby strengthening ecological identity and greater appreciation for biodiversity. This deepened connectedness is perhaps instrumental in enabling children to make informed, self-directed choices in environmental contexts. However, in this study, NatExpIndex and NatCon were found to have an indirect relationship with RespNatDistress, necessitating further study into the mediating mechanisms.\u003c/p\u003e \u003cp\u003e \u003cem\u003ePromoting personal values for responsiveness to ecological crisis\u003c/em\u003e \u003c/p\u003e \u003cp\u003ePresence of nature greens around neighbourhood or in schools or a visit to such places alone may not be sufficient in creating values, beliefs and norms and evoking a responsive behaviour. Findings from this study show that the relationship of NatExpIndex with ValBelief was only significant when NatCon mediated. Experiential engagement is argued to promote cultivating emotional bonds, belongingness, and connectedness. It helps in creating environmental self-identity, reflecting how connected individuals perceive themselves, and does not necessarily reflect what they value (\u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e53\u003c/span\u003e). Connectedness to nature fosters empathy for other species and ecosystems and encourages individuals to intrinsically value biodiversity and environmental well-being. This deepened connectedness serves as a foundation for cultivating and sustaining biospheric values over hedonic values, which prioritize the gratification of personal desires (\u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e54\u003c/span\u003e). The stronger one\u0026rsquo;s endorsement of biospheric values, the more likely their thoughts and behaviors will align with these values (\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e52\u003c/span\u003e). Hence, a sense of deep personal value and commitment (towards nature, others, and self) may be imbibed in young learners. The argument also aligns with the ideas posited in Stern\u0026rsquo;s Value-Belief-Norm framework.\u003c/p\u003e \u003cp\u003e \u003cem\u003eNurturing autonomy, competence and relatedness to drive environmental stewardship\u003c/em\u003e \u003c/p\u003e \u003cp\u003eFurthermore, studies show that skills and confidence gained through hands-on learning nurture autonomy, as participants take ownership of their actions and witness tangible outcomes (\u003cspan additionalcitationids=\"CR47\" citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e, \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e55\u003c/span\u003e). As they gain autonomy and competence, children are likely to believe that their actions can mitigate environmental harm (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e). Subsequently, this helps them align their beliefs to core values. Moral norms are argued to get activated, creating a sense of personal obligation to address environmental challenges. For instance, individuals who internalized the norm of reducing their carbon footprint were found to be more likely to adopt sustainable practices (\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e56\u003c/span\u003e). When performed in groups such as those in the school setting, these activities are also well situated to nurture a sense of belongingness and collective efficacy. Further, they encourage reflection on one\u0026rsquo;s role within ecosystems and communities, helping students align their actions with personal values (\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e57\u003c/span\u003e). Autonomy cultivated through these experiences empowers students to make decisions that reflect their commitment to sustainability. Studies show that hands-on problem-solving for real-world issues, nurtures autonomy and builds competence (\u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e58\u003c/span\u003e). Research highlights that competence promotes a sense of efficacy, encouraging proactive steps toward sustainability (\u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e59\u003c/span\u003e, \u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e60\u003c/span\u003e). For instance, when actions are tied to shared community goals, the sense of achievement further amplifies relatedness and intrinsic motivation, catalyzing long-term engagement in environmental stewardship (\u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e61\u003c/span\u003e).Such alignment strengthens intrinsic motivation to act, a core tenet of Ryan and Deci\u0026rsquo;s SDT.\u003c/p\u003e \u003cp\u003e \u003cem\u003eIntegrating Connectedness, Values, and Psychological Needs for Holistic Development\u003c/em\u003e \u003c/p\u003e \u003cp\u003eFindings from the structural model presented in this study show that experiential learning in nature, a sense of connectedness, and personal values work synergistically to drive responsiveness to nature. When children feel connected to nature and their community, equipped with the values and skills to effect change, and empowered to act independently, their motivation for sustainability is significantly enhanced.\u003c/p\u003e \u003cp\u003eOverall, study findings support the need for experiential and immersive experiences in nature as a means to foster greater nature connectedness and responsive behaviour among young people. Such interventions through families, schools, and education policy offer a promising way forward. While offering greater opportunities for nature exposure and engagement to children at the level of individual and collective stakeholders, policymakers would do well to reimagine traditional EE curricula.\u003c/p\u003e \u003cp\u003eAdditionally, time spent in nature has also been linked to numerous psychological, cognitive, and developmental benefits in children. Research shows that exposure to natural settings improves mental well-being (\u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e62\u003c/span\u003e), cognitive functioning (\u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e63\u003c/span\u003e), social skills, and strengthens communication abilities (\u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e64\u003c/span\u003e). Furthermore, fostering emotional bonds with nature and building social connections within conservation-focused communities reinforces environmental values, ultimately creating more engaged and committed stewards of the planet.\u003c/p\u003e \u003cp\u003eIn conclusion, experiential activities rooted in nature-based learning offer a powerful framework for EE. A recent study by (\u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e65\u003c/span\u003e) has also emphasized the role of behavioural change and collective endeavours to address this situation. \u0026lsquo;Greening Education\u0026rsquo; by offering greater nature exposure and environmental engagement can go a long way in inculcating responsiveness to the ecological crisis among school students. The resulting benefits extend beyond environmental stewardship to include psychological well-being and positive developmental outcomes, making such approaches invaluable for fostering a sustainable future.\u003c/p\u003e"},{"header":"5.0 Limitations and Way Forward","content":"\u003cp\u003eAlthough this study makes valuable scholarly contributions, there are some limitations. First, the study sample consisted of mostly urban, English-speaking school students only. This excludes a large section of students situated in other socio-cultural contexts with varied access to nature and open spaces. Moreover, the wide age range of 10\u0026ndash;19 years encompasses students across different developmental stages\u0026mdash;in terms of their psychosocial maturity and how they relate to nature. The present study did not delve into distinctions (if any) across this age group on the variables of interest. Next, all data was collected through self-report measures. Future studies could look at diverse and more nuanced data collection methods, including parent/teacher reports and experience sampling, to gain additional insights. Future research could also look at interventions embedding structured immersive outdoor experiences within the curricular framework and examining how this fares in comparison to the conventional EE curriculum in attaining desirable outcomes. Furthermore, research should explore how these elements interact across diverse populations and settings to optimize educational strategies for environmental and personal growth.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eData Availability\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe raw data [anonymized] supporting this study will be made available on open access platform osf.io after the acceptance of the article, and can be accessed freely through our corresponding author- Dr. Pooja Swami Sahni ([email protected]/[email protected])\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConflict of interest\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAuthors declare no conflict of interest.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgments\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAuthors acknowledge the support of Dr. Ashish Aman Sinha in review of data analysis methods. The valuable feedback provided by Dr. Michael T Warren is appreciated.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding Statement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research study was supported by the Varela Grant (2020), Mind and Life Institute, USA.\u0026nbsp;\u003cbr\u003e\u003cstrong\u003eCorresponding Author\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003ePooja Swami Sahni ([email protected]/[email protected])\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics Approval\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe research protocol was reviewed and approved by the Institute Ethics Committee; Indian Institute of Technology Delhi vide Application Number 2021/P004. The study was conducted in accordance with the guidelines and regulations of the Institute Ethics Committee, Indian Institute of Technology Delhi.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to Participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAs the study involved participants under 16 years of age, written informed consent was obtained from their parents or legal guardians prior to participation. Detailed participant information sheets outlining the study objectives, procedures, potential risks and benefits, confidentiality safeguards, and the voluntary nature of participation were provided through the school administration. Only students for whom duly signed parental informed consent was received were included in the study.\u003c/p\u003e\n\u003cp\u003eIn addition, informed assent was obtained from the students before administration of the survey to ensure voluntary participation. Participants were informed of their right to decline participation or withdraw from the study at any time without penalty. All data were collected and stored in accordance with approved ethical standards, ensuring strict confidentiality and anonymity.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for Publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eParticipants form the present research were briefed about the research. They have provided their consent for the publication of their data for research purposes. To ensure their safety, name and other sensitive details have been removed from the tables. This consent was carefully collected from both the students, their parents and the head of the school.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare no competing interests.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eThe State of the World\u0026rsquo;s Children 2025 [Internet]. [cited 2025 Dec 12]. Available from: https://www.unicef.org/reports/state-of-worlds-children\u003c/li\u003e\n\u003cli\u003eRousell D, Cutter-Mackenzie-Knowles A. A systematic review of climate change education: giving children and young people a \u0026ldquo;voice\u0026rdquo; and a \u0026ldquo;hand\u0026rdquo; in redressing climate change. Child Geogr. 2020 Mar 3;18(2):191\u0026ndash;208.\u003c/li\u003e\n\u003cli\u003eGoldwert D, Dev AS, Broos HC, Broad K, Timpano KR. 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Ense\u0026ntilde; las Cienc Rev investig exp did\u0026aacute;ct. 2021 Jun 3;39(2):241.\u003c/li\u003e\n\u003cli\u003eBakir-Demir T, Berument SK, Akkaya S. Nature connectedness boosts the bright side of emotion regulation, which in turn reduces stress. J Environ Psychol. 2021 Aug;76(101642):101642.\u003c/li\u003e\n\u003cli\u003eBratman GN, Olvera-Alvarez HA, Gross JJ. The affective benefits of nature exposure. Soc Personal Psychol Compass [Internet]. 2021 Aug;15(8). Available from: https://doi.org/10.1111/spc3.12630\u003c/li\u003e\n\u003cli\u003eCharles C, Louv R. Wild Hope: The Transformative Power of Children Engaging with Nature. In: Cutter-Mackenzie-Knowles A, Malone K, Barratt Hacking E, editors. Research Handbook on Childhoodnature : Assemblages of Childhood and Nature Research. Cham: Springer International Publishing; 2020. p. 395\u0026ndash;415.\u003c/li\u003e\n\u003cli\u003eSahni P, Kumar J. Exploring the relationship of human\u0026ndash;nature interaction and mindfulness: a cross-sectional study. Ment Health Relig Cult. 2021 May 28;24(5):450\u0026ndash;62.\u003c/li\u003e\n\u003cli\u003eChawla L, Keena K, Pevec I, Stanley E. Green schoolyards as havens from stress and resources for resilience in childhood and adolescence. Health Place. 2014 Jul;28:1\u0026ndash;13.\u003c/li\u003e\n\u003cli\u003eMcCormick R. Does Access to Green Space Impact the Mental Well-being of Children: A Systematic Review. J Pediatr Nurs. 2017 Sep 4;37:3\u0026ndash;7.\u003c/li\u003e\n\u003cli\u003eCorpuz AM, San Andres TC, Lagasca JM. Integration of environmental education (ee) in Teacher Education Programs: Toward sustainable curriculum greening. Probl Educ 21st Century. 2022 Feb 20;80(1):119\u0026ndash;43.\u003c/li\u003e\n\u003cli\u003eKelly T, Bouman T, Kemp S, Wijngaarden F, Grace RC. Exploration of children\u0026rsquo;s value patterns in relation to environmental education programmes. 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Available from: https://www.smartpls.com.\u003c/li\u003e\n\u003cli\u003eSarstedt M, Hair JF, Pick M, Liengaard BD, Radomir L, Ringle CM. Progress in partial least squares structural equation modeling use in marketing research in the last decade. Psychol Mark. 2022 May;39(5):1035\u0026ndash;64.\u003c/li\u003e\n\u003cli\u003eHenseler J, Ringle CM, Sarstedt M. A new criterion for assessing discriminant validity in variance-based structural equation modeling. J Acad Mark Sci. 2015 Jan;43(1):115\u0026ndash;35.\u003c/li\u003e\n\u003cli\u003eChawla L. Childhood nature connection and constructive hope: A review of research on connecting with nature and coping with environmental loss. People Nat (Hoboken). 2020 Sep;2(3):619\u0026ndash;42.\u003c/li\u003e\n\u003cli\u003eSockhill NJ, Dean AJ, Oh RRY, Fuller RA. Beyond the ecocentric: Diverse values and attitudes influence engagement in pro‐environmental behaviours. 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New York, NY, USA: ACM; 2023. p. 156\u0026ndash;62.\u003c/li\u003e\n\u003cli\u003eSkaltsa IG, Kasimatis K, Koutsouris A. Fostering young agronomists\u0026rsquo; competencies through experiential learning: A pilot research in the Agricultural University of Athens, Greece. In: Education and New Developments 2022 \u0026ndash; Volume I. inScience Press; 2022. p. 489\u0026ndash;93.\u003c/li\u003e\n\u003cli\u003eFlood K, Mahon M, McDonagh J. Assigning value to cultural ecosystem services: The significance of memory and imagination in the conservation of Irish peatlands. Ecosyst Serv. 2021 Aug;50(101326):101326.\u003c/li\u003e\n\u003cli\u003eSmith DEK. Look to the ravens: reconceptualizing communities of practice into ecosystems of practice. Environ Educ Res. 2022 Sep 2;28(9):1348\u0026ndash;58.\u003c/li\u003e\n\u003cli\u003eMac Donald S, Staats H. Conservation as integration: Desire to belong as motivation for environmental conservation. Soc Nat Resour. 2022 Jan 2;35(1):75\u0026ndash;91.\u003c/li\u003e\n\u003cli\u003eLiu J, Green RJ. The effect of exposure to nature on children\u0026rsquo;s psychological well-being: A systematic review of the literature. Urban For Urban Greening. 2023 Mar;81(127846):127846.\u003c/li\u003e\n\u003cli\u003eSahni P, Kumar J. Effect of nature experience on fronto-parietal correlates of neurocognitive processes involved in directed attention: An ERP study. Ann Neurosci. 2020 Jul;27(3-4):136\u0026ndash;47.\u003c/li\u003e\n\u003cli\u003eScott S, Gray T, Charlton J, Millard S. The impact of time spent in natural outdoor spaces on children\u0026rsquo;s language, communication and social skills: A systematic review protocol. Int J Environ Res Public Health. 2022 Sep 23;19(19):12038.\u003c/li\u003e\n\u003cli\u003eVlasceanu M, Doell KC, Bak-Coleman JB, Todorova B, Berkebile-Weinberg MM, Grayson SJ, et al. Addressing climate change with behavioral science: A global intervention tournament in 63 countries. Sci Adv. 2024 Feb 9;10(6):eadj5778.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Nature connectedness, Environmental Values and Beliefs, Environmental education, PLS- Structural Equation Modeling, Curriculum","lastPublishedDoi":"10.21203/rs.3.rs-8886161/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8886161/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eRecent literature suggests that while the environmental education curriculum followed at schools has raised knowledge among students, it has often not led to significant behavioral change or action. It is suggested that the curriculum should extend beyond providing knowledge, encouraging a deeper, empathetic connection with nature. In this study, the significance of the current environmental curriculum in cultivating responsiveness to the ecological crisis among school students is examined. Further, using theories from behavioral sciences, a structural model is proposed that hypothesizes the critical role of environmental factors, such as nature experiences at schools and in neighborhood green areas in fostering students\u0026rsquo; environmental values and connectedness with nature and responsiveness to ecological crises. Partial Least Square method PLS-SEM is employed to examine the relationships and the mediating mechanisms in the proposed model. Key findings show a significant association of nature experiences with connectedness to nature, environmental values and responsiveness to ecological crises, while age, gender and environment education curriculum were not found to be significant. The analysis also revealed a full mediation of connectedness and environmental values in the relationship of nature experience with responsiveness to ecological crises. All together, findings emphasize that supplementing existing school curriculum with nature-based experiential learning for students may support meaningful environmental connectedness, engagement, and motivate sustainable action, instead of sole reliance on classroom-based environmental education.\u003c/p\u003e","manuscriptTitle":"Greening Education to Strengthen Environmental Values and Ecological Crisis Responsiveness in School Students","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-04-08 18:31:21","doi":"10.21203/rs.3.rs-8886161/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2026-04-14T07:58:53+00:00","index":"","fulltext":""},{"type":"reviewerAgreed","content":"195963960495471734107635122309520066517","date":"2026-04-13T14:06:45+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-04-12T17:04:18+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-04-11T08:31:29+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"15138587553024296315326897008264105835","date":"2026-04-11T07:40:44+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"238504790840795669731841635232846517729","date":"2026-04-11T02:53:52+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"251869105053839335525982883318276731093","date":"2026-04-07T13:20:20+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"194155850277877127217274059923773881718","date":"2026-04-04T20:52:57+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-04-04T19:42:38+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"315150041708428606362448227974142004360","date":"2026-04-03T12:23:42+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"135622295861894204654095907388664335418","date":"2026-04-02T10:04:58+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2026-04-02T09:48:40+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2026-03-16T06:30:16+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2026-03-09T06:10:19+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2026-03-05T06:05:35+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Education","date":"2026-03-05T05:27:11+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"71910ec0-e177-4d96-8e11-6de2b05c2aba","owner":[],"postedDate":"April 8th, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2026-05-16T08:08:15+00:00","versionOfRecord":[],"versionCreatedAt":"2026-04-08 18:31:21","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8886161","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8886161","identity":"rs-8886161","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}