2.1 Research Location

The study was conducted at XTBG, located in Mengla County, Yunnan Province, China. Established in 1959, XTBG is a comprehensive research institution renowned for its scientific research, species conservation efforts, and public education initiatives. It is also a popular tourist destination, both domestically and internationally. Encompassing an area of approximately 1125 hectares, the garden houses over 13,800 species of live plants across 39 specialized outdoor living collections and preserves around 250 hectares of pristine tropical rainforest. Furthermore, XTBG serves as a habitat for a diverse array of wildlife and insects, including 63 mammal species, 319 bird species, 46 reptile species, 28 amphibian species, and 468 butterfly species, making it an ideal location for naturalist observations and educational activities.

2.2 Naturalist Training Camp

The Naturalist Training Camp is an educational program organized by the Environmental Education Center at XTBG. Held twice a year, the program selects approximately 30 participants from a nationwide applicant pool. The training lasts around 9 days and includes lectures and outdoor practical observation sessions (Figure 2), covering various natural subjects such as plants, insects, reptiles, arthropods, and birds. Renowned researchers and science communicators deliver lectures in each field with the goal of developing knowledgeable naturalists and creating a platform for enthusiasts to learn and engage. This study focused on the fourth and fifth sessions of the camp, which took place in March and September 2023, with 29 and 30 participants, respectively. Additional program details can be found in Appendix A.

2.3 Data Collection

This study employed a mixed-methods approach to collect and analyze data on the changes in participants' experiences before and after their involvement in the Fifth Naturalist Training Camp. The research followed a pilot study involving participants from the Fourth Naturalist Training Camp.

2.4 Scales and Questionnaires

2.5 Interviews

The qualitative interview component was included to complement the quantitative analysis by providing explanatory insights into specific variables, such as enhancements in social connectedness, and to serve as an evaluation tool for assessing the effectiveness of the program. By incorporating qualitative interviews, we aimed to capture a more nuanced understanding of participants' experiences and the mechanisms underlying the observed changes, which may not be fully captured by quantitative measures alone.

A total of sixteen participants from the fifth session of the Naturalist Training Camp were interviewed using a semi-structured interview approach, employing convenient sampling. The interviews consisted of seven semi-structured questions, such as (1) What are your impressions of the camp? (2) What did you gain from the Naturalist Training Camp? (3) How has this camp experience impacted your work, life, and social interactions in the 6 months since the camp? The interviews were conducted online by WeChat voice call and lasted between 15 and 42 min. All interviews were recorded with the participants' consent.

2.6 Data Analysis

The Shapiro–Wilk test was used to evaluate the normality of the data distribution. The results showed that all datasets deviated from a normal distribution; therefore, the Wilcoxon Signed-Rank Test was used to analyze changes in paired data. Quantitative data analyses were conducted using IBM SPSS Statistics (version 26), which included assessing scale reliability and validity, as well as conducting paired tests to compare pre- and post-experiment samples using the Wilcoxon Signed-Rank Test. Specifically, pairwise non-parametric tests were performed between time points T₁, T₂, and T₃ to examine variations in each parameter across different time intervals. A post-hoc power analysis was also conducted to ascertain whether the study had sufficient power to detect significant changes.

Qualitative data were analyzed using MAXQDA (2022) with the content analysis method, which involves encoding, classifying, and quantifying textual data to identify patterns and themes (Krippendorff 2018). For the interview data, conversations were transcribed using iFlytek software, and the content was coded according to the framework presented in Figure 1. Both inductive and deductive approaches were employed to analyze participants' experiences: inductive analysis facilitated the identification of emergent themes related to the camp environment (e.g., novelty, family-like atmosphere, and professionalism), while deductive analysis assessed program effectiveness based on predefined themes, such as knowledge, social connectedness, naturalist identity, conservation willingness, and mental well-being. The coding criteria were derived from the results of the pilot study and relevant literature.

The coding process was carried out by two graduate students specializing in environmental education. They employed reflexivity and engaged in regular discussions to minimize potential bias and ensure consistency. This methodological combination allowed for a comprehensive understanding of both emergent and theory-driven aspects of participants' experiences. The primary and secondary coding indicators are presented in Section 3.2. For instance, the concept of naturalist identity is subdivided into self-identification and identification by others.

2.7 Research Ethics

This study adhered to the ethical guidelines set by XTBG and received ethical approval from the XTBG Biomedical Ethics Committee (Reference No: XTBG-2023-006). Before the study commenced, participants were provided with detailed information about the research objectives, methodologies, and potential benefits and risks, both through written and verbal communication. Participants were informed of their right to withdraw from the study at any time without consequence. All participant identities were kept confidential and used solely for analytical purposes.

3.1 Effectiveness of the Camp Based on Quantitative Data

Significant improvements were observed in knowledge (W = 253, p < 0.001), social connectedness (W = 147, p = 0.009), and naturalist identity (W = 169, p = 0.004) among the variables examined, and these changes were sustained 6 months later (Knowledge: W = 278, p < 0.001; Social connectedness: W = 155, p = 0.003; Naturalist identity: W = 195, p = 0.002, Figure 3). The camp had a marginally significant effect on mental well-being (W = 64, p = 0.024), although this effect was no longer significant at the 6-month follow-up (W = 32, p = 0.213). No significant difference in conservation willingness was observed between pre-test and post-test data (W = −45, p = 0.288). Notably, conservation willingness continued to increase after the camp, with the difference reaching a marginally significant level after 6 months (W = 98, p = 0.064, see Figure 3). The post-hoc power analysis showed a power of 0.688 for a medium effect size (d = 0.5) and 0.975 for a large effect size (d = 0.8).

3.2 Findings From Qualitative Data

3.2.1 Factors Contributing to the Effectiveness of the Camp

A thematic analysis of interview responses to the question “What are your overall impressions of the camp, and what stood out?” revealed three significant factors contributing to the camp's success: the novel environment, the family-like atmosphere, and the professionalism (Figure 4).

The novel environment highlighted by participants included the camp's distinctive location, the organization of activities, and the course content. The camp took place at XTBG, a tropical garden surrounded by rainforest, which was particularly refreshing and novel for many participants accustomed to temperate climates. One participant expressed astonishment at seeing some new plants, “One of the teaching assistants took us to see the jade vines in the botanical garden. It was my first time seeing green flowers, and I was honestly blown away.” (Participant 11). Various activities at the camp provided a sense of novelty and excitement, such as interacting with spiders, snakes, and other creatures. As Participant 3 expressed, “I had so many new experiences—like handling spiders, snakes, and lizards for the first time. I'd never dared to touch them before, and I thought it was really cool.” Additionally, the educational courses introduced participants to subjects beyond their prior knowledge, expanding their understanding of nature and providing a sense of discovery. For example, Participant 4 said, “I felt like the camp kept opening new worlds to me. For example, I was pretty familiar with plants before, so it was like my eyes were only tuned in to them. But after the instructors introduced things beyond plants, it felt like my senses had expanded, and I started noticing insects and all kinds of new things. I was like stepping into a whole new world.”

The family-like atmosphere refers to the supportive environment for participants, characterized by intensive interpersonal interactions and collaborative activities. As the camp is located in a relatively remote and secluded botanical garden, four teaching assistants were assigned to help participants quickly acclimate to the environment. Participants also experience this supportive interpersonal dynamic, as expressed by one participant: “The atmosphere at the camp was amazing. The instructors and teaching assistants were all really thoughtful and approachable—you could ask them for help with anything. When I first arrived, I was worried I wouldn't fit in, but I actually adjusted to the learning environment really quickly.” (Participant 1).

One of the objectives of the camp is to foster connections among participants, thus promoting cooperation and interaction through various small group projects. Many participants found this enhanced their learning experience. Participant 4 shared: “At the Naturalist Training Camp, I found a sense of belonging that I hadn't felt in a long time—just being with a group of people who all love nature. In such a beautiful place like the botanical garden, everyone was doing what they enjoyed. There was this amazing sense of inclusiveness because no matter our ages or professions, we were all happily observing and discussing nature together. It was a truly wonderful experience.”

Professionalism encompasses the depth and breadth of course knowledge, the expertise of instructors, and the practicality of the course content. The teaching team at the Naturalist Training Camp includes some of China's most renowned naturalists and researchers, whose contributions significantly enhance the professional quality of the courses. Participants have consistently praised the professionalism of the Naturalist Training Camp. One participant commented: “The instructors were really knowledgeable—top-notch professionals. The camp didn't just offer expert-led courses; you could actually feel their passion for nature. It made me want to be someone like them.” (Participant 7).

Naturalists exemplify a comprehensive understanding of natural knowledge, which is evident in the curriculum design. The extensive course content allows participants to develop a profound understanding of nature. Another participant noted: “The courses during the camp were really specialized and diverse, coving plants, insects, mosses, birds, and many other areas. The instructors were incredibly knowledgeable.” (Participant 11).

Since natural history is a hands-on activity, teachers not only impart knowledge but also teach participants skills and methods for understanding nature, which leave a lasting impression. For instance, Participant 14 said during the interview: “Teacher H took us into the botanical garden to observe plants in the field and taught us how to identify and classify them. I didn't remember many of the plant names, but I still remember the methods he taught us—they've been really practical.”

3.2.2 Course Education Effectiveness Evaluation

Knowledge: Fifteen participants reported significant improvements in their understanding of nature and their ability to identify species (Figure 5). For instance, participant 12 mentioned, “Honestly, I didn't know much about terrestrial shellfish before—I didn't even know that term existed. After learning about shellfish classification in class, I realized I didn't actually know the difference between semi-slugs, snails, and slugs. It turns out that most of the time, what I thought were snails were actually semi-slugs. It made the world feel so much clearer to me.”

In addition to knowledge about nature, participants frequently mentioned the importance of gaining skills to understand nature. As Participant 6 stated, “The camp taught us a classification system that helps us to identify species. We also learned how to use different identification tools. Before, when I came across something unfamiliar, I had no idea how to figure out what it was. But now, I can ask the instructors and my classmates from the camp, or I can use apps like iNaturalist—I've gotten pretty good at using it.”

Social Connectedness: The majority of participants (15) reported developing strong friendships during the camp, which they continued to maintain after the camp ended, leading to an expansion of their social networks. Participant 12 stated, “I made a lot of new friends at the Naturalist Training Camp, and we've stayed in touch since it ended. It felt really great to meet like-minded people. Some of the friends I made there have even helped me out since then. When I shared my camp experiences with my old friends, they also found it really interesting, and I felt like it brought us closer together too.” These friendships not only endured but also extended to other social interactions. Over half of the participants are involved in nature education, and there has been significant collaboration and knowledge exchange since camp. “I've kept in touch with the participants, instructors, and teaching assistants. Every time I visit the botanical garden, I ask the instructors for advice on our natural education. Many of us participants are active in the field of nature education, and there are also quite a few nature education organizations in Guangdong. Sometimes we meet in Guangdong and have even collaborated on some courses.” (Participant 5).

Naturalist Identity: Twelve of the 16 participants reported that their naturalist identity was strengthened by the camp. Some participants gained confidence in the field of natural history. For instance, Participant 8 mentioned, “The camp made me feel more professional and gave me the confidence to share nature-related knowledge. Before, I felt it was hard to truly understand certain concepts, and I didn't have the confidence to discuss them with others.”

Participants also noted that their peers began to perceive them more as naturalists following their participation in the camp, which was significant for their identity. Participant 1, for example, shared, “I attended the Naturalist Training Camp in September. By October, a teacher from a well-known elementary school in Ningbo found out that I had joined the camp and invited me to give a lecture at the school as a nature expert.” The camp implemented various strategies to enhance participants' sense of identity, extending beyond the course material to encompass the overall experience. For instance, each participant received a personalized T-shirt with the term “Naturalists” printed on it. As Participant 3 remarked, “In the 6 months after the camp, I'd wear the camp t-shirt to nature-related events. Since it had ‘Naturalists’ printed on it, I felt a personal connection to the identity—it was a way of embracing who I was becoming. Of course, I know that I still have a long way to go before I can call myself a true nature expert.”

Conservation Willingness: Nine participants reported an increased willingness to engage in conservation activities after the camp. Seven participants attributed this to the knowledge they gained about natural history. Participant 2 said, “The camp helped me learn about a wider range of biological groups. Even though I was already a nature expert before, I only focused on animals. After the camp, I gained a deeper understanding of plant conservation. For example, I used to completely ignore moss, but now when I see it, I make sure not to step on it like I used to.” Six participants noted that their increased social connectedness may have played a role in enhancing their willingness to engage in conservation efforts. Social learning with peers was seen as critical for fostering a conservation attitude. For example, Participant 9 mentioned, “During my time at the botanical garden, I noticed some classmates gently moving small insects off the path so they wouldn't get stepped on, and this had a big impact on me. Now, when I'm out with friends, and they see an insect and feel grossed out or want to kill it, I stop them. I feel like the camp changed the way I see all kinds of living things. One classmate said, ‘Humans aren't superior or above everything—we should take note of and respect all living beings.’ That really stuck with me.” Interestingly, contrary to our initial hypothesis, no participants mentioned that their enhanced natural identity contributed to their enhanced willingness to engage in conservation activities.

Mental Well-Being: Fifteen participants reported improvements in their mental well-being after attending the camp. Six participants attributed this improvement to the new knowledge they had gained. For instance, Participant 3 expressed, “The first time I walked into the tropical rainforest, I felt a bit overwhelmed and sad because I didn't recognize anything around me. But after attending the camp, even though I still don't recognize most of the things I see, I've learned how to figure them out, and I've actually identified some plants. That made me feel a lot better—like I've built a stronger connection with the forest and the land. I think that's what boosted my sense of happiness and confidence.” Six participants believed that their improved mental well-being was a result of the new social network they formed. Participant 15 shared, “My mental state improved a lot after coming back from the Naturalist Training Camp. Before the camp, I had severe anxiety—I rarely left home or talked to anyone. But at the camp, I could chat with like-minded people and take part in activities we were all passionate about, and it felt like a huge shift in my life. You know how adult socializing is often so practical and transactional—it's hard to find spaces that are purely based on shared interests. But the camp provided that kind of space. After it ended, my mental health got so much better, and staying in touch with the friends I made there has made me feel incredibly fulfilled.” Two participants noted that their strengthened naturalist identity gave them a sense of accomplishment and purpose, positively impacting their mental health. Participant 8 explained, “The friends I made at the camp were incredibly talented and knowledgeable, and I felt so inspired—I wanted to be as skilled as they are. I feel like I'm gradually becoming more professional. Now, I can confidently share the things I've learned with others, whereas before, I wouldn't have dared to speak up. The camp gave me a clear sense of direction for the future, and I often encourage people around me to appreciate nature. For instance, when my friends' kids have questions about nature, they often come to me for answers now, and that gives me a real sense of accomplishment and purpose.”

In conclusion, the qualitative data obtained from the interviews indicate how the camp influenced participants' willingness to engage in conservation efforts and their mental well-being, as depicted in Figure 5.

4.1 Important Perceptual Characteristics of the Camp

Participants identified three key factors—novelty, a family-like atmosphere, and professionalism—as influential in shaping their impressions of the camp. For the majority of participants, many of whom came from temperate zones and were new to Xishuangbanna, the plants and insects at XTBG were unfamiliar and novel. XTBG's long-term organic management practices provide a habitat for a diverse range of animals and insects, enhancing the participants' sense of discovery. Furthermore, XTBG's comprehensive recording and information system, which sometimes incorporates online search systems (e.g., https://image.cubg.cn/; https://www.inaturalist.org/projects/biodiversity-of-xtbg), made it easy for participants to obtain the scientific names of any organisms encountered during their stay. These factors contributed to a heightened sense of excitement throughout the camp and positioned XTBG as an ideal venue for training naturalists. A novel and stimulating environment, such as the one the participants experienced at XTBG, has been shown to evoke positive emotions, curiosity, and a greater interest in learning (Lin et al. 2013; Mitas and Bastiaansen 2018).

A supportive environment and professional instructors are also key elements of an effective learning experience. According to constructivist learning theory, students actively construct knowledge by engaging with their surroundings and peers (Zajda 2021). When students perceive the course and the environment positively, they are more inclined to fully engage in learning activities, which leads to better knowledge construction and improved learning outcomes (Fosnot 2005). Thus, in future educational initiatives, course developers are advised to incorporate three key characteristics—novelty, a family-like atmosphere, and professionalism—to optimize educational outcomes.

4.2 Conservation Willingness

As a conservation education program, the primary objective of the camp was to increase participants' willingness to engage in conservation efforts by deepening their understanding of biodiversity and fostering a sense of identity as naturalists. Quantitative data collected through pre- and post-camp questionnaires indicated no significant improvement in conservation willingness immediately after the camp; however, a marginally significant increase was observed 6 months later. In contrast, qualitative data obtained through participant interviews 6 months post-camp revealed a marked enhancement in conservation willingness, as evidenced by the frequency of mentions from nine out of the 16 participants. These improvements were largely attributed to the knowledge acquired and the expanded social connections formed during the camp (see Figure 5).

The potential relationship between knowledge and conservation behavior has been debated for decades (Kaiser and Fuhrer 2003; Frick et al. 2004; Colombo et al. 2023). A well-known quote from Baba Dioum, delivered at the General Assembly of the IUCN in New Delhi in 1968, states, “In the end, we will conserve only what we love, we will love only what we understand, and we will understand only what we are taught.” This quote underscores the importance of knowledge about biodiversity. However, recent research, particularly in the field of environmental psychology, has suggested that, among several key variables, knowledge alone may not be a significant predictor of behavior (Steg et al. 2015; Van Valkengoed and Steg 2019).

In this study, knowledge—as evidenced by interview data—encompasses not only awareness of plants and animals but also the methods of acquiring relevant information. Previous studies have shown that these changes can improve participants' self-efficacy and sense of agency, which, in turn, may influence their willingness to engage in conservation efforts (Ineson et al. 2013; Merenlender et al. 2016; Zhang et al. 2021). This finding aligns with research by Merenlender et al who evaluated naturalist training programs in the United States and found that such programs increased participants' ecological knowledge, scientific skills, and perceived ability to solve environmental problems. These individuals continued to participate in various environmental activities as citizen scientists after completing the training (Merenlender et al. 2016).

Some participants attributed their increased willingness to engage in conservation efforts to the influence of their classmates and instructors during the course. Individuals' behaviors and intentions are often influenced by others in their social circles or communities—a concept known as social norms (Magill 1995; Nolan et al. 2008). The Theory of Planned Behavior posits that social norms are a significant factor in predicting individuals' behavioral intentions (Ajzen 1991). For instance, a survey of tourists showed that subjective norms regarding green events could predict tourists' intentions to engage in pro-environmental behaviors (Wong et al. 2020).

Notably, qualitative evidence derived from participant interviews indicated that a majority of participants exhibited an increased willingness to engage in conservation activities. However, the quantitative analysis did not demonstrate significant changes. This discrepancy may be attributed to participants' already high levels of conservation inclination prior to attending the camp, which could have led to a ceiling effect in the quantitative study. Consequently, future research might benefit from targeting populations with less established conservation commitments, such as schoolchildren or individuals less involved in nature-based activities. Engaging such groups could offer clearer insights into the potential of educational interventions, like the Naturalist Training Camp, to foster new conservation behaviors rather than merely reinforcing pre-existing attitudes.

Additionally, the post-hoc power analysis indicated that with a medium effect size (d = 0.5, power = 0.688), small sample sizes may have limited the study's ability to detect moderate effects, thereby increasing the risk of a Type II error. However, when the effect size was adjusted to a higher power (d = 0.8, power = 0.978), it may be possible to detect substantial effects. This suggests that future studies should use larger sample sizes to mitigate the risk of Type II errors.

4.3 Mental Well-Being

One of the primary goals of the camp was to enhance participants' mental well-being through the establishment and maintenance of social networks formed during the program. Previous research has shown that spending time in nature and engaging in community activities can significantly improve mental health and reduce stress (Bratman et al. 2021; Sachs 2022). Quantitative data from this study indicated a significant increase in mental well-being immediately after the camp; however, this effect did not continue after 6 months. In contrast, qualitative interviews revealed a sustained improvement in well-being, even 6 months after the camp.

Mental well-being, a multifaceted psychological state that is receiving increasing attention, is largely influenced by the fulfillment of basic psychological needs, as outlined in self-determination theory (Ryan and Deci 2017). These needs, including autonomy, competence, and relatedness, play a crucial role in shaping mental well-being. In our study, participants reported that acquiring knowledge was one factor contributing to their improved well-being. As discussed above, this knowledge encompassed biodiversity information and the skills needed to seek out or acquire relevant information. This increase in knowledge boosted participants' perceived competence and self-efficacy, as noted by several of them. This increase in perceived competence, which in turn supports mental well-being, is also evidenced by numerous previous studies (Cantarero et al. 2021; Shao 2023).

Another reported factor contributing to improved well-being was the establishment and maintenance of social connectedness during the camp, which is tied to the psychological need for social relatedness. For example, Participant 5 mentioned, “At the Naturalist Training Camp, I made a lot of new friends who share my love for nature. It made me feel like I wasn't the only person with this passion, and that made me very happy.” Relatedness, a fundamental psychological need, plays a significant role in contemporary life by helping alleviate daily stress and anxiety (Ryan and Deci 2017; Lataster et al. 2022).

Two of the 16 participants mentioned that their enhanced perceived naturalist identity also contributed to their improved well-being. According to social identity theory, developing and strengthening an individual's social identity can foster a sense of belonging within a group and reduce feelings of loneliness, both of which are crucial for mental well-being (Smith and Silva 2011; Haslam et al. 2022). This improvement in relatedness may have contributed to participants' feelings of enhanced well-being.

While some studies have explored the development of naturalist identity, none have examined the impact of naturalist community identity on psychological well-being. Our findings suggest that training individuals to become naturalists may offer a promising approach to addressing global mental health challenges.

4.4 Limitations of the Study

Our findings suggest that the Naturalist Training Camp serves as an effective educational model for improving knowledge, social connectedness, identity, conservation willingness, and mental well-being. However, there are limitations that may affect the generalizability of the results. The relatively small sample size and geographical constraints may limit the broader applicability of our findings. Future studies should aim to increase both sample size and diversity in order to better evaluate the long-term effects of similar programs. Furthermore, the demographic characteristics of our participants revealed a predominance of well-educated adults, which highlights the need to include a more diverse population in future research, such as children and individuals with lower levels of education.