Nature-inclusive and regenerative education

Nature-Integrated and eegenerative education is a multi-year research project that aims to deepen understanding of the principles and practices of nature-integrated learning and its added value.

Centre of Expertise Mission Zero

natuurinclusief onderwijs

Nature-inclusive and regenerative education is a multi-year research project that aims to learn more about the principles and practises of nature-inclusive learning. We want to research the added value and benefits of nature-inclusive learning for pupils, students and teachers alike which contribute to well-being, health and increased learning abilities and as such contribute to addressing challenges the educational field is facing. 

By gathering data from professionals who are already working within the fields of nature-inclusive education and regenerative education, this research aims to answer questions such as:

  • What is the role that nature can play as a teacher, a stakeholder, a partner within the education system?
  • How can we support students in learning from their own intrinsic sense of wonder?
  • How to create embodied learning spaces in which the cognitive, physical and emotional aspects (whole self) of students and teachers are invited and nurtured?
  • How can we support teachers in implementing regenerative and nature-inclusive principles in ways that are also regenerative for their own development?
  • How can we empower students to practice nature-inclusive and regenerative principles in their (future) professional fields?

We invite you to explore with us the potential of nature-inclusive and regenerative education, and thereby contribute to an inspiring and sustainable future in education.

Target group

The main motivation is to support school heads, teachers, teachers-to-be and students in all levels of education as they search for a more regenerative learning environment.

Approach

So far teachers, heads and students from 10 different educational institutions working in all levels of education within the Netherlands were interviewed. These interviews were then transcribed and coded in a deductive manner to distil principles that can support teachers in implementing nature-inclusive education practices. Hopefully, switching to a more inductive, organic approach will be possible in the upcoming year.

Duration

The project started in the beginning of 2024 and is intended to continue throughout 2025 and 2026.

Funding

Collectief Natuurinclusief funded the research in 2024
PGO financed as of September 2024

Results

  • ‘Natuurinclusief Onderwijs in Nederland’ series within ‘The Regeneration Lab’ podcast: The Regeneration Lab | Podcast on Spotify
  • The white paper ‘Natuurinclusief onderwijs: Principes, inspiratie en toekomstperspectieven’ will be published in collaboration with Collectief Natuurinclusief bij de Groene Peper.

Collaboration

  • Collectief Natuurinclusief
  • Interviewees are from the following educational institutions: Montessori Basisschool Arkade, Utrecht; Campus aan de Lanen, Rosmalen; Rudolf Steinerschool, Haarlem; John Dewey College, Den Haag; Yuverta, Amsterdam; Yuverta, Valkenburg; Aeres Hogeschool, Wageningen; Hogeschool Utrecht; Hogeschool Leiden; Universiteit van Wageningen.

Team

Regenerative Leadership:
Jolanda Lütteke (researcher), Ju Laclau Massaglia (researcher) and Mark Gersdorf (student assistant)

Contact

Jolanda Lütteke: 
[email protected] 
0641094873

Ju Laclau Massaglia: 
[email protected] 
0618229669