Nature and ecosystems: Nature, including ecosystems, landscapes, and species, is central to nature education. The settings of nature education programs vary widely, from wilderness areas offering freedom of exploration (Haluza-DeLay 1999), to single trees used for climbing (Chawla 2007), and to green rooftops, linear parks, botanical gardens, and nature centers that bring nature into cities (Beatley 2011). Educators teach about nature in both rural and urban environments, often through specific lenses such as ecological corridors that connect habitats (Hilty and Worboys 2020), biodiversity threats driving a new wave of extinction (Kolbert 2014), regenerative cultures that support ecosystem restoration (Wahl 2016), and deep ecology emphasizing nature's intrinsic value (Drengson and Devall 2008).

Caring community: Nature educators create welcoming spaces for children and families to explore nature and strengthen social bonds. They establish cultural expectations around nature-based activities and facilitate social learning among participants who learn about and care for nature (Chawla 2009). People from diverse backgrounds and generations come together through culturally relevant, nature-based activities, often involving recreation, sports, games, or wildlife observation (Price 2024). These programs cultivate communities of practice and shared nature-based experiences, helping participants develop stronger social capital, support one another, and contribute to local ecosystem improvement.

Equity and inclusion: Nature education strives to eliminate barriers to learning about and experiencing nature, aligning with principles of equitable and inclusive education (Lawrence-Brown and Sapon-Shevin 2015). Factors such as low income, cognitive and physical abilities, lack of role models, low expectations, and structural injustices can exclude people from nature-based activities (Waite et al. 2023). Educators promote equity and inclusion by using trauma-informed approaches (Evans 2023; Hernández 2023), making programs more accessible, and addressing the historical roots of marginalization (Aguilar et al. 2017).

Multiple ways of knowing: Nature education embraces various ways of engaging with nature beyond a science-focused approach, incorporating diverse cultural perspectives and knowledge systems. Participants are encouraged to bring their cultural heritage and lived experiences into their interactions with nature and their learning community. Educators also advocate for learning from traditional ecological knowledge of local and indigenous people (Kimmerer 2012), queer and emancipatory ideas (Gough et al. 2024), and the recognition of animal and nature rights (Kopnina and Cherniak 2015).

Learning and inquiry: Outdoor and indoor nature education activities, often aligned with science learning standards, can support learning through unstructured exploration and formal inquiry. Nature interpretation, where guides share scientific facts and stories about natural phenomena, facilitates outdoor exploration (Zimmerman et al. 2006). To engage in interdisciplinary learning, systematic observation, and deep reflection, students can practice nature journaling (Arbor and Matteson 2024). They can also contribute to research through inquiry and citizen science projects, such as tracking bird migrations and conducting plant diversity surveys (Dickinson and Bonney 2012; Shirk et al. 2012). In addition, educators can involve people in community science, which emphasizes exploration driven by community needs, local knowledge, and a commitment to stewardship (Charles and Loucks 2020).

Nature play and adventure: Unstructured play in nature supports positive child development (Taylor and Kuo 2009), and fosters strong social relationships (Dowdell et al. 2011). However, urbanization, technology, parental concerns, and narrow educational priorities often limit children's time in nature (Louv 2008). Despite these challenges, adventure education, outdoor recreation, camping, as well as forest and nature schools are gaining popularity among children and adults (Harper and Obee 2021). These activities promote outcomes such as self-confidence, social competence, and leadership (McLeod and Allen-Craig 2007), comfort in outdoor settings, and a sense of awe (Gilbertson et al. 2022).

Ecological art and culture: Creating and exploring art related to nature, ecology, and the environment helps people appreciate the beauty and fragility of the natural environment (Thornes 2008). As a means of expression, introspection, and communication, various forms of art and culture—such as drawings, photography, designed landscapes, performance, exhibits, collections, and narratives—convey stories, emotions, possibilities, and values, shaping experiences and identities (Dutton 2006). Educators use ecological art to foster intellectual development and raise awareness about nature and environmental issues (Song 2012).

Ecosystem stewardship: Engaging in ecosystem stewardship allows people of all ages to learn about and care for nature, including by designing nature-based solutions (Beatley 2011) and rewilding damaged habitats (Martin 2022). Activities like community gardening (Krasny and Tidball 2012), beach cleanups (Jorgensen et al. 2021), and mangrove restoration (Woon 2023) connect participants to nature and help them contribute to tangible restoration efforts. Effective stewardship relies on conservation policies and public support of nature protection (Bennett et al. 2018; Chapin et al. 2022), which can be enhanced by nature education programs. If ecosystem stewardship is sustained by participants beyond the duration of nature education programs, it can be viewed as an outcome of these programs.

Nature connection: Nature education aims to foster participants' nature connection, which is rooted in humans' intrinsic need to belong to the natural world (Wilson 1984; Kellert and Wilson 1993), and reflects how individuals understand, appreciate, identify with, engage with, and steward natural landscapes (Salazar et al. 2020; Krasny 2020; Couceiro et al. 2023). Strengthening nature connection brings people closer to ecosystems, increases their interest in outdoor activities, and forges a sense of responsibility for ecosystem stewardship. In addition, nature education aims to foster closely related concepts such as ecological identity, which reflects one's self-view in relation to nature, ecological processes, and the Earth (Thomashow 1996). Because people tend to enact their identities that are important and salient to them (Eccles 2009), nurturing identities that include nature and ecological values can improve an individual's environmental cognition and behavior (Walton and Jones 2018). Further, educators can foster students' interest in nature, one's desire to be captivated by nature, which may facilitate proenvironmental behaviors (Neurohr et al. 2024).

Sense of place: Nature education can also influence one's sense of place, including place attachment, which is the bond between people and places, and place meaning, which is the symbolic significance or meanings ascribed to a location (Stedman 2002). An important aspect of the sense of place is “ecological place meaning,” which shows how ecosystems and nature-based activities become integral symbols of a place for individuals, influencing their proenvironmental behaviors (Kudryavtsev et al. 2012). Educators shape participants' sense of place, for example, through place-based education that grounds learning in the local community and environment (Sobel 2005), by incorporating nature-related artwork, storytelling, and writing storybooks (Jamal et al. 2024), as well as through social learning with peers and role models (Russ et al. 2015).

Human well-being: Contact with nature offers numerous benefits to humans, including improved physical health, enhanced mood, strengthened social connections, and child development (Russell et al. 2013; Sia et al. 2020). Nature exposure promotes focused attention, physical exercise, and autonomy, which are key components of well-being (Capaldi et al. 2015). After recognizing these benefits, some healthcare providers have started prescribing nature-based activities—such as hiking, nature meditation, animal-assisted therapy, and horticulture programs—to patients for their physical and mental health (Kondo et al. 2020; La Puma 2019). In addition, the growing demand for nature-based well-being experiences is fueling the expansion of businesses and job opportunities, including outdoor yoga and wellness clubs (Price 2024, see at 11:45), ecotourism ventures (Skanavis et al. 2004), and campgrounds (Wang et al. 2016).

Ecological integrity: While human activity has transgressed several planetary boundaries, threatening biosphere stability (Richardson et al. 2023), nature education aims to mitigate these impacts through ecosystem restoration and fostering societal transformation. Education programs involving habitat restoration report measurable ecosystem improvements (Ardoin et al. 2020). Beyond direct restoration, nature education can drive transformative changes in culture, social norms, government policies, economic systems, and civic engagement, enabling human society to coexist with thriving ecosystems. For example, educators and participants of nature education programs can advocate for biophilic urban zoning (Beatley 2011), mobilize support for large-scale land conservation (Wilson 2016), petition against excessive plastic use polluting ecosystems (Jorgensen et al. 2021), and contribute to establishing legal frameworks and cultural practices that recognize ecosystem personhood (Łaszewska-Hellriegel 2023).