Nature-Based Social–Emotional Learning: An Exploratory Qualitative Study in Alberta

Pires, André Gonçalo Marques

Nature-Based Social–Emotional Learning: An Exploratory Qualitative Study in Alberta

dc.contributor.advisor	Wilcox, Gabrielle
dc.contributor.author	Pires, André Gonçalo Marques
dc.contributor.committeemember	Seidel, Jackie Lynn
dc.contributor.committeemember	Nordstokke, David William
dc.contributor.committeemember	Andrews, John (Jac) William
dc.contributor.committeemember	Climie, Emma Alison
dc.date	2023-11
dc.date.accessioned	2023-07-17T22:20:00Z
dc.date.available	2023-07-17T22:20:00Z
dc.date.issued	2023-07
dc.description.abstract	Research in psychology and education is beginning to show that nature-based learning (NBL)—learning about the natural world, in natural settings, or using natural elements indoors—promotes academic, social, and emotional learning by improving learners’ attention, self-discipline, and enjoyment in learning, along with opportunities for experiencing empathy, engaging in teamwork, and fostering environmental stewardship. Social–emotional learning (SEL) entails how individuals acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions, achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions. The state of the evidence points to complementary effects between NBL and SEL, including in developing perseverance, self-efficacy, and resilience, and in promoting emotion regulation, social skills, and responsible and ethical behaviour such as environmental stewardship. However, little research has examined the intentional integration of these two fields, or what may be called nature-based social–emotional learning (NBSEL). Using an exploratory-descriptive qualitative design, this study interviewed a sample of Alberta teachers to explore how they are currently using NBL to promote SEL in K–12 students, as well as barriers and advice to doing this work. This study presents exploratory and preliminary findings on a variety of NBL practices and principles that have helped in fostering students’ SEL. Teachers have experienced unique challenges in delivering NBSEL, but they recommended several actions to overcome any barriers and to begin or advance this work. With its contextualized perspectives from educators who are currently practicing NBSEL in Alberta, this study opens avenues and creates a foundation for future research on NBSEL. Strengths and limitations are discussed, along with implications for practice and directions for future research.
dc.identifier.citation	Pires, A. G. M. (2023). Nature-based social–emotional learning: an exploratory qualitative study in Alberta (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.
dc.identifier.uri	https://hdl.handle.net/1880/116756
dc.identifier.uri	https://dx.doi.org/10.11575/PRISM/41598
dc.language.iso	en
dc.publisher.faculty	Graduate Studies
dc.publisher.institution	University of Calgary
dc.rights	University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subject	social–emotional learning
dc.subject	outdoor/environmental education
dc.subject	qualitative research
dc.subject.classification	Educational Psychology
dc.title	Nature-Based Social–Emotional Learning: An Exploratory Qualitative Study in Alberta
dc.type	master thesis
thesis.degree.discipline	Education Graduate Program – Educational Psychology
thesis.degree.grantor	University of Calgary
thesis.degree.name	Master of Science (MSc)
ucalgary.thesis.accesssetbystudent	I do not require a thesis withhold – my thesis will have open access and can be viewed and downloaded publicly as soon as possible.