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How Urban Residents Perceive Nature Education: A Survey from Eight Metropolises in China

Author

Listed:
  • Yu Huang

    (Institute of International and Comparative Education, Beijing Normal University, Beijing 100875, China)

  • Rui Shi

    (School of Public Administration, Sichuan University, Chengdu 610065, China)

  • Jin Zhou

    (College of Architecture and Environment, Sichuan University, Chengdu 610065, China)

  • Zhiqiang Chen

    (China Nature Education Network, Guangzhou 510000, China)

  • Peng Liang

    (School of Economy, Beijing Technology and Business University, Beijing 100048, China)

Abstract

“Nature education” has become a striking trend in the field of environmental and sustainable development education in mainland China in recent years, which is considered to be a powerful force to realize the 11th goal of the 2030 Agenda for Sustainable Development, namely, “Sustainable Cities and Communities”. Chinese urban residents’ perceptions of “nature education” are fundamental to the success of “nature education” but we still know very little about it. This study aims to gather insights on the awareness, attitudes, and behaviors towards nature and nature education. In this paper, online questionnaires and random sampling methods were used. An online questionnaire survey was conducted among urban residents in eight representative cities in China, namely, Beijing ( n = 313), Shanghai ( n = 314), Guangzhou ( n = 307), Shenzhen ( n = 308), Chengdu ( n = 206), Xiamen ( n = 207), Hangzhou ( n = 203), and Wuhan ( n = 206). This study implied that Chinese urban residents are willing to accept nature education. There is a strong sense among the Chinese public in cities that living in harmony with nature, improving wellbeing through healthy and sustainable actions, and enjoying and protecting nature are desirable actions. However, respondents were slightly less likely to consider the emotional benefits and the development of social and functional (technical) skills as important elements of participating in nature education. The results also confirm that Chinese urban residents’ perceptions of nature education can be positively predicted by the individual’s relationship with nature and the individual’s experience related to nature education. These are important key messages for nature education organizations to communicate. The results of the study put forward some questions worthy of in-depth consideration for the development of China’s nature education, which can provide a foundation and direction for the further development of nature education in China.

Suggested Citation

  • Yu Huang & Rui Shi & Jin Zhou & Zhiqiang Chen & Peng Liang, 2022. "How Urban Residents Perceive Nature Education: A Survey from Eight Metropolises in China," Sustainability, MDPI, vol. 14(13), pages 1-17, June.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:13:p:7820-:d:848835
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    References listed on IDEAS

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    1. Florence Allard-Poesi & Lorena B.S. Matos & Justine Massu, 2022. "Not all types of nature have an equal effect on urban residents’ well-being: A structural equation model approach," Post-Print hal-03599664, HAL.
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    Cited by:

    1. Yuzhuo Cai & Lili-Ann Wolff, 2022. "Education and Sustainable Development Goals," Sustainability, MDPI, vol. 15(1), pages 1-5, December.

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