Evaluating the demand for nature education in Northern Cyprus

Abstract

Nature is a dynamic and interconnected system composed of living and non-living elements, continuously evolving through natural mechanisms. Nature education fosters an understanding of these complexities by enhancing individuals' awareness, attitudes, and behaviors toward nature. However, urbanization, technological advancements, and education systems that lack environmental sensitivity have contributed to an increasing disconnection from nature. While nature education has gained global recognition, its implementation remains limited in certain regions. This study examines the need for nature education through a qualitative content analysis approach. Data were collected from students, teachers, parents, literature, and curriculum analysis. Findings indicate that current educational programs primarily address nature education within interdisciplinary subjects, yet they emphasize cognitive aspects over experiential learning. Focus group interviews reveal that students perceive nature primarily as a habitat for plants and animals or a resource for human needs, while teachers and parents recognize a lack of environmental awareness. Participants unanimously highlight the necessity of integrating experiential, outdoor-based nature education into early childhood curricula. The study underscores the importance of structured nature education programs that incorporate sensory experiences, exploration, and direct engagement with natural environments. These findings emphasize the need for curriculum reforms to cultivate a deeper and more sustainable connection between individuals and nature.

Keywords: Environmental awareness; experiential learning; nature education; qualitative analysis; curriculum development