Bridging Nature, Well-Being, and Sustainability Through Experiential Learning in Higher Education

Experiential education that connects students with nature and well-being offers a powerful approach to advance sustainability education. Beyond individual benefits, cultivating meaningful human–nature relationships is foundational to fostering environmental stewardship—an increasingly urgent global priority. Universities can play a critical role in preparing students for both professional success and civic, social, and environmental responsibility. This exploratory study examined which components of an experiential learning course most strongly influenced students’ understanding of nature as an asset for their well-being. The course, delivered at a satellite mountain campus of a U.S. university, incorporated Kolb’s stages of experiential learning through forest bathing, reflective journaling, and group outdoor activities. Semi-structured interviews with participants revealed that the coupling of course content with direct experiences in nature, learning alongside peers, and limited technology use were among the most impactful elements. These findings demonstrate that experiential learning environments that intentionally align theory with experience—and situate students in immersive, socially rich, and technology-limited settings—can deepen personal well-being and sustainability understanding. Higher education should embrace nature-based experiential learning to prepare environmentally responsible, critically reflective, and socially connected graduates capable of contributing to a more sustainable future.

• Publication year

  2025

• Venue

  Sustainability

• Publication date

  2025-12-23

• Fields of study

  Not labeled

• Identifiers
  DOI 10.3390/su18010154
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar

• No claims are published for this paper.

• No concepts are published for this paper.

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