SYNECOLOGICAL LEARNING IN AN URBAN CONTEXT: EFFECTS OF A STRUCTURED NATURE EDUCATION PROGRAMME ON THE SOCIO-EMOTIONAL WELL-BEING AND COGNITIVE SKILLS OF PRIMARY SCHOOL CHILDREN

Abstract

In urban settings with limited green spaces, nature education can promote well-being and cognitive development in children. This study evaluated a structured programme on socio-emotional well-being, cognitive skills and ecological awareness in primary students (8–10). An experimental design with control group, pre/post-test and 3-month follow-up was applied to 204 students. Results show significant gains in self-efficacy, stress reduction, attention and pro-environmental behaviours.