Contributing to China's Biodiversity Conservation: The Role of Nature Education
助力中国生物多样性保护:自然教育的角色和作用
Editor-in-Chief: Ahimsa Campos-Arceiz; Handling Editor: Sifan Hu
ABSTRACT
enOngoing biodiversity loss has far-reaching implications for human well-being and survival. To address the accelerating rate of biodiversity loss, the 15th meeting of the Conference of the Parties to the United Nations Convention on Biological Diversity (COP15) prioritized “Strengthening Biodiversity Publicity and Education” as a key agenda item throughout its process, both during the initial phase in Kunming, China, in 2021 and the second phase held in Montreal, Canada, in 2022. Nature education, which has emerged as a useful approach toward achieving sustainable development goals, is intrinsic to raising public awareness about the importance of biodiversity conservation. Despite many countries employing this kind of strategy, nature education was introduced relatively late in China, and its role in biodiversity conservation remains underexplored. Few studies have proposed frameworks for integrating nature education into biodiversity conservation efforts. This study aims to fill this gap by establishing a framework for biodiversity conservation in China that incorporates nature education. It also examines how nature education supports biodiversity conservation, clarifies the relationship between the two, and analyzes the current practices and challenges of nature education in China. The findings provide a reference for developing an efficient nature education system that fosters sustainable interactions between human beings and nature.
摘要
zh生物多样性的持续丧失对人类福祉与生存发展产生了深远的影响。为应对日益严峻的生物多样性丧失问题, 《生物多样性公约》第十五次缔约方大会 (COP15) 将“加强生物多样性宣传教育”作为一项重要议题, 在两个阶段会议中均予以重点讨论。自然教育作为可持续发展的重要工具, 提供了提高公众对生物多样性保护重要性认识的关键手段。然而, 自然教育在中国的发展起步较晚, 且自然教育在生物多样性保护中扮演的角色和发挥的作用尚未得到明确的定义。迄今为止, 关于如何将自然教育融入生物多样性保护的框架研究相对不足。本研究旨在填补这一空白, 通过构建一个将自然教育融入中国生物多样性保护的框架, 推动自然教育领域的理论与实践发展。首先, 本研究重点探讨了自然教育在中国生物多样性保护中所扮演的角色以及自然教育助力实现中国生物多样性保护的路径, 旨在明确自然教育与生物多样性保护之间的关系。其次, 本研究通过分析中国自然教育在生物多样性保护中的实践, 识别了其目前自然教育所面临的主要挑战。总体来看, 本研究为构建人与自然和谐共生的高效自然教育体系提供了理论和实践依据。【翻译:杨礼威】
简明语言摘要
zh生物多样性的持续丧失对人类福祉和生存产生深远影响。为应对日益严峻的生物多样性丧失问题, 《生物多样性公约》第十五次缔约方大会 (COP15) 将“加强生物多样性宣传和教育”作为重要议题, 在两个阶段的会议中均予以重点讨论。自然教育作为可持续发展的重要工具, 提供了提高公众对生物多样性保护重要性认识的关键手段。然而, 在中国, 自然教育的起步相对较晚, 而且自然教育在生物多样性保护中所发挥的作用尚未得到明确的定义。截至目前, 关于如何将自然教育融入生物多样性保护的框架研究相对不足。本研究旨在填补这一空白, 建立了一个将自然教育融入中国生物多样性保护的框架。首先, 本研究将聚焦自然教育促进中国的生物多样性保护的路径研究, 旨在明确自然教育与生物多样性保护之间的关系。其次, 本研究分析了中国自然教育促进生物多样性保护的具体案例, 识别目前自然教育所面临的主要挑战。总体来看, 本研究为构建人与自然和谐共生的自然教育体系提供了理论和实践依据。
Highlights
enSummary
- ●
Practitioner Points
- ○
Biodiversity is essential for the ecological processes that sustain all life on Earth. Nature education, as an effective approach to meeting sustainable development goals, has a fundamental role in raising public awareness about the importance of biodiversity conservation.
- ○
This study aims to establish a framework that integrates nature education into China's biodiversity conservation efforts.
- ○
By clarifying the relationship between nature education and biodiversity conservation in China, this study provides recommendations for developing an efficient nature education system that promotes sustainable interactions between humans and nature.
- ○
实践者要点
zh
-
生物多样性对于维持地球上所有的生命过程至关重要。自然教育作为可持续发展的重要手段, 为提高公众对保护生物多样性的认识提供了重要工具。
-
该研究旨在建立一个整合自然教育的中国生物多样性保护框架。
-
通过厘清中国自然教育与生物多样性保护之间的关系, 该研究为建立人与自然和谐共生的高效自然教育体系提供了参考依据。
1 Introduction
Biodiversity is fundamental to the processes that support all life on Earth (Rawat and Agarwal 2015). Without animal, plant, and microorganism diversity, ecosystems cannot function properly, and the basic resources that we depend on, such as air and food, would not exist (Yan et al. 2023). The need for greater attention to biodiversity conservation is clear and urgent (Díaz et al. 2019). Approximately 75% of terrestrial ecosystems and 66% of the marine environment are negatively affected by human activities, and 25% of the world's species are at risk of extinction (Bongaarts 2019). These anthropogenic disruptions contribute to biodiversity loss and a diminished resilience of natural systems (Prudhomme et al. 2020). Biodiversity loss is thus a pressing global concern, highlighted in numerous international commitments, including the “Kunming Declaration” adopted during the first phase of the 15th meeting of the Conference of the Parties to the United Nations Convention on Biological Diversity (COP15) in October 2021. This declaration underscores the urgency of biodiversity conservation and the need for innovative approaches to engage societies in this global effort (Stephens 2023).
In January 2024, the Ministry of Ecology and Environment of the People's Republic of China released the “China Biodiversity Conservation Strategy and Action Plan (2023–2030).” This plan serves as a core tool for China's commitment to the “Convention on Biological Diversity” and provides guidance for biodiversity conservation in the country. As such, China's biodiversity conservation efforts have entered a new phase.
Achieving biodiversity conservation in the modern era requires diverse strategies and approaches (Willis and Birks 2006). In December 2022, during the second phase of COP15, the “Kunming-Montreal Global Biodiversity Framework” was adopted, which includes an education component that integrates biodiversity education into formal educational systems. It also promotes the inclusion of biodiversity conservation and sustainable-use curricula across educational institutions. Nature education, which advocates for a sustainable relationship between humans and nature, places biodiversity conservation at its core. This approach emphasizes respect for nature, adherence to nature's laws, and the protection of the environment (Sobel 1999).
Although there is a lack of comprehensive historical documentation on the origins of nature theories and methods of nature education (Lin and Yong 2022), a significant milestone in its development occurred in 1762 when Jean-Jacques Rousseau proposed the idea of educating children through nature in his work Émile (N. Chen et al. 2018). Since then, nature education has evolved into a formal academic discipline, particularly in the West. In comparison, nature education in China remains more fragmented, with its roots traceable to the philosophical ideas of ancient Taoism (Yu and Sun 2020), where the concept of “Tao” reflects the natural order of all things. Despite these early ideas, nature education has yet to become a fully recognized academic discipline in China. That being said, since the 1990s, nature education has gained traction in certain regions, particularly in Hong Kong and Taiwan, where national parks have been central to such educational activities. In other parts of China, nature education has developed more recently but is now advancing rapidly (Lin and Yong 2022). The first Nature Education Forum in China was held in August 2014, and since then, industry standards and guidance for nature education have been progressively introduced (Figure 1).
China's vast land area and rich biodiversity provide high-quality resources for nature education. Forestry-related institutions such as the National Forestry and Grassland Administration (NFGA) and the Chinese Society of Forestry have been key promoters of nature education in China. In April 2019, the NFGA issued the “Notice on Giving Full Play to the Social Functions of Various Types of Nature Reserves and Vigorously Carrying out Nature Education Work,” which aims to integrate nature education with biodiversity conservation efforts. The 2021 “Biodiversity Conservation in China” report further encourages a more diversified approach to public participation in biodiversity conservation. At the same time, the General Office of the State Council of China issued the “Opinions on Further Strengthening Biodiversity Conservation,” which advocates for incorporating nature education into appropriate areas within nature reserves. As a result, nature education has become an important approach to improving biodiversity conservation (Duan and Zheng 2024).
Although a nature education system with Chinese characteristics has begun to take shape, academic research in this field remains insufficient. The primary goal of this study is to define the role of nature education in biodiversity conservation in China. Specifically, we propose a framework for biodiversity conservation that integrates nature education, outlining key elements and pathways. Based on this framework, the study also discusses how to strengthen the role of nature education in biodiversity conservation. This research contributes to the theoretical development of nature education while offering practical solutions for the advancement of biodiversity conservation in China.
2 The Contribution of Nature Education to Biodiversity Conservation in China
Currently, there is no consensus on the accepted definition or unified framework of nature education in China. However, the First Nature Education Forum is widely regarded as a milestone in the field. This event marked the first time practitioners from across China came together to promote the development of nature education. It provided a platform for networking, knowledge, and collaboration, which helped to unify and strengthen the country's nature education community.
Following the forum, a notable shift occurred: relevant government agencies and organizations began recognizing the importance of nature education, leading to the development and publication of industry guidelines and standards. These guidelines have since provided a clearer framework for educational practices, ensuring consistency, quality, and a more systematic approach to nature education nationwide.
This study focuses on the period from 2014 to 2024, during which nature education has become increasingly integrated into biodiversity conservation. However, the lack of a standardized framework to guide nature education's contributions to biodiversity conservation remains a significant gap. To address this, we propose a framework that clarifies the role of nature education in biodiversity conservation and outlines its key elements (Figure 2).
2.1 Key Elements
2.1.1 Foundational Elements
Goals: Clearly defining educational goals is a must. The primary aim is to inspire respect for and curiosity about nature while cultivating students to become active participants and advocates for biodiversity conservation (Yang and Sun 2024).
Objectives: Identify the target audience, whether students, community members, or tourists. This foundational aspect shapes the content and methods of nature education (Tian 2023).
2.1.2 Principal Elements
Content: Educational content should align with defined objectives and goals. Topics may include nature observation, environmental protection, sustainable living, outdoor survival skills, scientific inquiry methods, environmental monitoring and assessment, environmental policy formulation, environmental problem solving, community participation and leadership, and communication skills.
Approaches: Educational methods may include lectures, demonstrations, tours, discussions, and classroom teaching. Nature educators can incorporate complex scientific concepts into engaging, hands-on challenges to increase interest and engagement (Duan and Zheng 2024).
Sites: Appropriate educational sites include classrooms, national parks, nature reserves, and other relevant locations.
2.1.3 External Elements
Policies and regulations: Policy support is indispensable for the development of nature education (Rizvi and Lingard 2009). To better align with biodiversity conservation, increased policy backing and broader access for biodiversity practitioners are needed in China.
Financial support: Adequate funding is essential for successful biodiversity conservation (Nanglu et al. 2023). Provinces should be encouraged to explore innovative approaches that integrate nature education into biodiversity conservation efforts considering regional development levels.
International exchange: Developed countries such as the United Kingdom, Germany, the United States, and Japan have well-established theoretical frameworks, comprehensive management systems, talent development programs, nature education program design, and the mode of operation of sophisticated curriculum (J. C.-K. Lee 2021). Strengthening international exchanges and collaboration will allow China to learn from these more mature models, helping to promote nature education's role in biodiversity conservation.
Evaluation and improvement: It is vital to continuously refine methods and content. Practice feedback should be gathered regularly, and evaluation of nature education activities should be a central component. Such efforts facilitate the integration of nature education with biodiversity conservation.
2.2 Pathways
2.2.1 Raising Public Awareness
In 2022, the United Nations Educational, Scientific, and Cultural Organization (UNESCO) published Reimagining Our Future Together: A New Social Contract for Education, which envisions “human beings rooted in ecosystems for all” as a cornerstone for educational development by 2050. This vision emphasizes rebalancing the relationship between Earth as a living planet and human beings through transformative education (Elfert 2022). Education has both task-oriented and academic-oriented goal orientations, with the primary goal of nature education being to establish a meaningful connection between human beings and nature (Hung 2019). By presenting biodiversity-related issues and leveraging scientific values and methodologies, nature education encourages individuals to consider the impact of human activities on biodiversity conservation (McCain 2015).
Nature education raises public awareness and improves understanding of biodiversity through the dissemination of scientific knowledge (Ibrahim et al. 2023). It goes beyond the simple transmission of information and cultivates a deep appreciation for biodiversity conservation and ecological balance (Yadav et al. 2023). Through this approach, the public becomes more aware of the direct and indirect effects of human activities on the natural environment (Novacek 2008). For instance, in 2022, the China Wildlife Conservation Association launched a wetland nature education program, enabling tens of thousands of students to observe birds in wetland ecosystems. This initiative significantly enhanced bird conservation awareness among young people. In 2023, the Center for Environmental Education and Communications of the Ministry of Ecology and Environment of the People's Republic of China published 21 examples of biodiversity conservation curricula from 106 nature schools (CEEC 2023). These schools have designed a variety of curricula focused on the conservation of biodiversity (i.e., South China Botanical Garden, Chinese Academy of Sciences' curriculum “Emeralds hidden in the wild”). Since 2019, tens of millions of people in China have participated in nature education activities, with nature reserves across the country organizing nature education events to celebrate International Biodiversity Day on May 22 each year (China Green Times 2023).
Nature education stimulates people's emotional identity and sense of responsibility for biodiversity conservation, not only in terms of knowledge transfer but also in terms of moral and ethical development. This motivates individuals to adopt sustainable lifestyles that minimize negative environmental impacts (Piscitelli and D'Uggento 2022). This approach encourages care for the natural world and promotes sustainable development by integrating education into both formal learning settings and daily life (L. Chen 2018). For instance, the Mangrove Conservation Foundation (MCF) has led ongoing public participation in wetland conservation at the Shenzhen Bay Wetland. Through projects such as “Guarding Shenzhen Bay,” “Saving the Spoon-billed Sandpiper,” and “Rebuilding the Coastal Forest” (MCF 2023), the foundation provides participants with direct sensory experiences in the natural environment. These hands-on activities allow participants to discover the beauty of Shenzhen Bay, establish emotional connections with nature, and deepen their awareness of biodiversity conservation through experiential nature education.
2.2.2 Enhancing Skills and Capacities
In November 2022, NFGA released China's first industry standard, the “Guideline for Nature Education.” This set of guidelines established three major goals for nature education: cognitive learning, capacity enhancement, and behavioral guidance. Among these, capacity enhancement is particularly crucial for advancing biodiversity conservation in China (Zhang et al. 2017). According to the International Union for Conservation of Nature's evaluation model, nature education services provided by protected areas are an important component of their overall output. However, in Fujian Province, a lack of trained personnel has limited the implementation of science and education initiatives, with only a few protected areas, such as the Fujian Minjiangyuan National Nature Reserve, offering educational activities (Wang et al. 2023).
Formal nature education provides individuals with the opportunity to develop a wide range of skills, including nature observation, environmental protection, sustainable living practices, outdoor survival skills, scientific inquiry methods, ecological monitoring and assessment, policy formulation, problem-solving, community participation, and leadership, as well as communication and education skills.
Despite its potential, nature education in China is still relatively young, having been actively developed for only about a decade and mainly targeting younger children. Consequently, there is limited empirical data to demonstrate its effectiveness in improving biodiversity conservation capacity. An example of its application can be seen at DIDARE Nature School in Hangzhou, Zhejiang Province, which offers curricula in three categories. The first category is the observation curriculum, which includes animal and plant observations. Through observation, students gradually learn about their behaviors and how to protect them. The second category is the handicraft curriculum, in which students use natural materials, such as dry branches, to create models of plants and animals. The third category is the adventure curriculum, which includes outdoor activities, such as hiking and camping. These activities immerse students in authentic natural settings, helping them to establish meaningful connections with nature (DIDARE 2024).
In addition, nature education has been integrated into the development of Nature-based Solutions (NbS) in China, which aim to build capacity for addressing environmental problems. These NbS are considered an important part of nature education (Contreras et al. 2022). Exposure to and education about the natural environment encourages individuals to engage in resource conservation, environmental protection, and the promotion of sustainable coexistence between humans and nature (Luo et al. 2024). For example, in Tianmu Lake Town, Liyang City, Jiangsu Province, water source protection was initially focused on habitat and species conservation but later incorporated NbS principles into nature education programs. Based on the unique characteristics of the 11 villages along the lake, the town developed 24 nature education curricula and produced the Tianmu Lake National Wetland Park Nature Education Curriculum Practice Handbook. In 2022, the 9th Nature Education Forum was held in Tianmu Lake Town (Liyang Government 2024). This case demonstrates how integrating NbS into nature education enhances public understanding of biodiversity conservation and inspires greater action to address environmental challenges.
2.2.3 Advancing Theoretical Frameworks
Empirical research, often conducted in controlled laboratory settings using model organisms, is fundamental to understanding scientific issues (Bellen et al. 2010). However, beyond the laboratory walls and outside the control of designed experiments, natural environments inspire researchers and provide real-world contexts in which theories are tested and refined (Nanglu et al. 2023).
Nature education plays a foundational role in guiding biodiversity conservation. It cultivates an awareness of organisms, which is essential for studying biodiversity. Many theoretical models, such as population dynamics, inheritance, adaptation, speciation, and extinction, originate from observations of taxa (Nanglu et al. 2023). For example, understanding speciation and extinction requires the discovery, description, and classification of species (Sluys 2013). Observation, description, and documentation—skills central to nature education—are fundamental to this process.
Biodiversity conservation also involves understanding how and why to protect species and ecosystems, which are key components of nature education. By creating a bridge between humans and nature, nature education fosters a close relationship with biodiversity conservation (Wen 2023). Although nature education has yet to become a fully specialized discipline, its interdisciplinary characteristics—drawing from both natural sciences and education—distinguish it from traditional fields, like, biology or ecology. This interdisciplinary approach suggests that nature education has the potential to develop into a rich theoretical framework in the future.
Nature education is inherently practical, and its theories evolve through feedback from real-world applications. Theories often originate from practice and subsequently drive further developments in the field (Dickoff et al. 1968). In his 2015 book Last Child in the Woods, Richard Louv introduced the concept of “nature-deficit disorder,” which is based on the social phenomenon of children's disconnection from nature (Mitchell et al. 2016). This term has since become a key concept in the field of nature education.
The practice of nature education in China has contributed to the development of related theories. Publications such as Introduction to Nature Education and the Nature Education Handbook have professionalized the field, offering theoretical support for biodiversity conservation. The Nature Conservancy (TNC) has also published Methods and Applications for Biodiversity Conservation Planning, which provides a theoretical framework for how nature education in China can better serve biodiversity (TNC 2024). Theoretical guidance from nature education supports individuals in developing self-awareness, effective learning methods, and social skills, all of which are important in biodiversity conservation (Gong et al. 2021). Following these principles, biodiversity conservation objectives can be achieved through practical nature-based methods tailored to the natural environment (Wang et al. 2020).
2.2.4 Shaping Policy Development
The integration of nature education into policymaking provides a fundamental scientific foundation for governmental actions aimed at enhancing biodiversity conservation in China. By combining top-down initiatives with bottom-up feedback mechanisms, nature education can significantly influence policy development. This iterative process—of summarizing experiences and refining methods—helps shape more effective policies that support biodiversity conservation (Y. Huang, Shi, et al. 2022). The governmental departments responsible for promoting nature education are also central in its policy formulation. Therefore, nature education holds the potential to drive the creation of comprehensive conservation policies, making substantial contributions to the advancement of biodiversity conservation efforts across the country.
In April 2019, the NFGA issued the “Notice on Giving Full Play to the Social Functions of Various Types of Nature Reserves and Vigorously Carrying out Nature Education Work,” guiding nature education as a means to facilitate biodiversity conservation. In October 2021, the General Office of the State Council of China released the “Opinions on Further Strengthening Biodiversity Conservation,” which advocates the integration of nature education into appropriate areas within nature reserves. Furthermore, in November 2022, the NFGA introduced the “Guideline for Nature Education,” designed to provide direction for standardized, scientific approaches to nature education that directly support biodiversity conservation efforts. These guidelines also outline requirements for sustainable-use practices concerning biodiversity. Additionally, The Nature Education Forum adopted the Beijing Declaration in 2022 and the Shanghai Declaration in 2024 (CSF 2024). Nature education reflects the effectiveness and challenges of actual conservation actions from the perspective of local communities and public participants (M. Chen et al. 2015) and also provides valuable case studies and data to inform policymaking (Sarkar et al. 2006).
Beyond national-level policies, nature education also actively contributes to the shaping of regional policies in many provinces. In 2014, Guangdong Province established China's first nature school in Shenzhen. This was followed by the first Guangdong-Hong Kong-Macao Nature Education Forum, which was held in Guangzhou City, Guangdong Province, in 2019, and the launch of the Guangdong-Hong Kong-Macao Nature Education Observation Series. In 2020, Guangdong Province issued the “Guidelines of the Forestry Administration of Guangdong Province on Promoting the Standardized Development of Nature Education,” China's first provincial-level guidance on nature education. This was further expanded when the Forestry Administration of Guangdong Province issued the “14th Five-Year Plan (2021–2035) for Nature Education Development in Guangdong Province” in 2021, marking the country's first provincial-level nature education plan. Guangdong Province has also introduced several other nature education policies, including the “Nature Education Group Standard” and the establishment of the first provincial-level working group on nature education. These numerous policies reflect the importance placed on nature education in Guangdong Province. As of 2023, Guandong Province boasts 115 nature education bases, achieving full coverage across all 21 cities (Forestry Administration of Guangdong Province 2024).
Overall, nature education serves as an interdisciplinary tool that facilitates the development of comprehensive policies for biodiversity conservation in China. Its influence spans both national and provincial levels, contributing to the broader framework of environmental policymaking.
3 Discussion
The pathways outlined in this paper provide a streamlined process for integrating nature education into biodiversity conservation. However, these pathways alone are insufficient; the role of nature education must be further strengthened.
3.1 Accelerating Education Reform
Incorporating nature education into traditional education systems is important for building a comprehensive and multidimensional nature education system (Kimmerer 2012). Nature education organizations in China are predominantly private, accounting for 83.88% of the total (CNEC 2024). These educational organizations have accelerated the progress of nature education, but this has also led to nature education becoming largely dependent on household income (Z. Huang, Jing, et al. 2022). Efforts should be made to expand access to nature education and make it more available in rural areas. Experts should collaborate to create professional teaching materials that can broaden the influence of nature education and apply its methods in biodiversity conservation.
A new model for nature education should be explored that promotes access to advanced conservation knowledge and fosters the synergistic development of the “family–school–society” framework. Nature education in Japan follows a “nature school–society–community” model, offering a variety of parent–child activities (Carter and Roopnarine 1992). Many communities run free environmental conservation centers for residents and schools. As a result, the subjects related to biodiversity conservation and promotion are diverse. Similarly, Australia emphasizes the family's role in nature education (English 2013), and Korea focuses on the connection between school and society (S.-K. Lee and Kim 2017), with “nature narrators” often present in parks and museums to guide and educate visitors.
In contrast, nature education in China has not yet had a significant effect on children, largely due to the limited involvement of families and the overwhelming focus on examinations. Therefore, developing a “family–school–society” model of nature education in China would better promote long-lasting concepts of biodiversity conservation. Nature education will only more effectively contribute to biodiversity conservation if a holistic system and supportive mechanisms are established.
3.2 Regulating the Nature Education Industry
Teachers engaged in nature education in China often have backgrounds in either education or natural sciences, but they typically require 2–3 years or more of practical experience to become professionals (Murray and Male 2005). At present, the lack of a national professional certification system has resulted in uneven skill levels among educators, hindering the development of nature education. Therefore, the development of nature education in China still requires significant attention from all areas of society (Liu and Raven 2010).
National agencies should take the lead in establishing and standardizing industry regulations (Gabriel et al. 2022). Industry experts and social organizations should formulate industry standards and norms for nature education, clarifying its definition and scope. Legislation is the engine that drives the industry (Liou 2010). Unlike countries such as the United States, Japan, and Australia, China has yet to establish a legal framework for nature education. The United States pioneered environmental education legislation with its first environmental education law in 1970 (Lazarus 2001). Nature education in the United States, Japan, and Australia owes much to such government legislation (Inoue et al. 2017). To facilitate the more comprehensive and systematic development of nature education in China, it is necessary to accelerate the legislative process and provide legal backing for nature education. Integrating biodiversity conservation into nature education laws could be a powerful driver for enhancing biodiversity conservation efforts.
4 Conclusion
This study provides insights into the pathways through which nature education contributes to biodiversity conservation. It explores how nature education can facilitate biodiversity conservation and also presents practical examples from China. Biodiversity conservation is key to promoting the sustainable development of human society and safeguarding human well-being. China has consistently prioritized biodiversity conservation, recognizing its importance. However, as one of the most biodiverse countries in the world, it also faces significant challenges in this area. Integrating nature education with biodiversity conservation and innovating nature education methods through practical applications, both in China and abroad, are essential steps toward achieving biodiversity conservation goals.
Looking ahead, the development of nature education in China is pivotal in meeting the objectives of the Kunming-Montreal Biodiversity Framework and in establishing a modernized system for conserving, restoring, and utilizing biodiversity—one in which humans and nature interact in a mutually beneficial way.
Author Contributions
Liwei Yang: conceptualization, writing–original draft, visualization, writing–review and editing, supervision. Qiao Li: writing–original draft, writing–review and editing. Yan Li: writing–original draft, writing–review and editing. Lei Yan: writing–original draft, writing–review and editing. Anujin Munkhsaikhan: writing–original draft, writing–review and editing.
Acknowledgments
We would like to thank the China Nature Education Network and the Chinese Society of Forestry for providing data and case support for this study. In addition, many Chinese websites and reports have provided information for this manuscript, and we would like to express our sincere gratitude.
Conflicts of Interest
The authors declare no conflicts of interest.
Open Research
Data Availability Statement
Data will be provided upon request.
