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Modern Western Culture (MWC) is based in a materialist and mechanistic ontology that has marginalized spiritual relationality with the natural world. Awe of the Earth once maintained respectful relations between humans and Nature, where shared community existence was a primary concern. Through the rise of the MWC, reverence for the spirit of the Earth has gradually been lost and has altered the way humans situate themselves in the world. Many claim that as the divide between humans and Nature grows, significant barriers to thoughtful and sustainable ways of living have emerged, and reconnecting, or healing this divide is essential in the movement toward environmental sustainability. To address this divide, this research uses the reflective and iterative processes of action research together with feminist post-structural analysis to examine barriers to human-Nature relations at a spiritual level. It explores dominant discourses that act on middle years students and determine what is possible for student-Nature relations in a public school setting. The dominant discourses are embedded in three main themes: role of the city, social acceptance, and technology. Discourses within each theme have been deconstructed, identifying how they are reproduced or disrupted, the implications of adopting the discourses, and how alternatives may be encouraged in school to support spiritual relations with Nature. This research takes a small step toward broadening the possibilities of how people relate with Nature by including spiritual relations with Nature, and begins to erode a clearly identified barrier to achieving sustainability.

In order to address the full magnitude of the ecological crisis, communities need points of contact that provide enjoyment, build community, and foster "nature connection." The ability of the local food movement to provide these points of contact has fueled its rapid expansion in the last decade; however, no study to date has examined the impact of direct involvement in the movement on the ecological ethics of local congregations. This study assessed the impact of a communal vegetable garden project on the ecological ethics of an urban and a suburban United Methodist congregation in the Boston area. The study used a participatory action ethnographic model as well as an Ecological Ethics Index scale to assess overall impacts as well as impacts in the areas of ecological spirituality, community, discipleship, and justice. The study found impacts in all four areas, particularly within the suburban congregation, which integrated the project into the central identity and ministries of the church. The urban church had already integrated other food justice ministries into its central identity and ministry; the data also showed impacts in the urban church context, particularly among the project participants. The main findings of the study revealed the influential role of supportive communities, and particularly of elder mentors, in fostering nature connection experiences among the participants. The church-based locations of the gardens, as well as the hands-on, participatory nature of the projects, increased Earth-centered spiritual awareness and practices as well as pro-environmental discipleship behaviors. The visual impact of the gardens in a church context increased awareness of issues related to food justice. The gardens functioned as a means of grace that connected the participants and the wider congregations to the land near their church buildings in new ways; the gardens provided a connection to concepts of the Divine in the Creation as well as enjoyable opportunities to share the harvest among the community and with hungry communities. In these ways, the gardens connected the congregations to the Wesleyan ideas of grace and inspired new forms of Wesleyan responsibility for social and ecological transformation.

The scale of the sustainability crisis is mounting exponentially as human development pushes the socio-ecological system closer to its limits. 12 to 18 year olds, who are in a formative life stage, are critical stakeholders in the success of addressing this sustainability challenge. This study explores the role of nature camps as powerful platforms for empowering young people towards sustainability. It begins by creating a conceptual framework to identify, define and design youth empowerment towards sustainability (YES). This is then used to identify relevant current practices and activities in the field through qualitative interviews with nature camp practitioners. A focus group is held to trial the YES Framework and collect suggestions for designing camps. Through thematic analysis, five key themes are distilled which link outcomes of camps to addressing specific sustainability issues. The study concludes that nature camps already empower young people towards sustainability, though neither explicitly nor strategically. Based on these findings we see an excellent opportunity to bring together existing knowledge from the field, combined with the YES Framework, to support the creation of nature camps which can empower new generations of young people to engage in strategic sustainable development.

Human-nature connection is recognized for its importance for our well-being, development of our environmental identity, and potentially leading to pro-environmental behaviour due to the support of an individual’s intrinsic values. However, the fostering of this connection is not supported and being implemented within society at large. This research set out to explore the causes of the weak relation to nature and identify potential design interventions to enable the recuperation of nature as part of our identity.  For this exploration, Speculative Design and Transition Design were chosen. In particular, Design Fiction as a method was adopted, not only it allowed us to speculate the future, but also materialise and explore the human-nature connection in ‘objects’. Transition Design was used due to its flexibility to explore interdisciplinary research and solutions, providing ground for the 'constructed reality’ and enabling the built-up of a roadmap towards this preferable future.  Drivers that caused this problem were identified, and it showed how they are closely intertwined and influenced by, or are a result of, each other. One of these is how control and illusion of control plays a role in our weak human-nature connection. Through qualitative fieldwork, some of the ‘characteristics of nature’ and factors that influence human-nature connection were mapped, and they were embodied into objects situated in a ‘constructed reality’. These material objects have taken the form of home products in a product catalogue (‘diegetic prototype’) as human-nature connection can potentially be fostered at home as well as in nature.  The response showed a potential in how a speculative ‘diegetic prototype’ can influence a person's sense of identity in relation to nature. Proving that the ‘diegetic prototype’ has an actual effect on the sense of identity would be impossible due to the complex nature of identity development as many different factors play a role. This research also provided a list of factors for designers to explore with regards to enhancing our human-nature connection through design. It has also shown the potential role of food and home in establishing human-nature connection, on which further research is needed.

The engineering design process can underutilize nature-based solutions during infrastructure development. Instances of nature within the built environment are reflections of the human-nature connection, which may alter how designers ideate solutions to a given design task, especially through virtual reality (VR) as an embodied perspective taking platform. Embodied VR helps designers "see" as an end-user sees, inclusive of the natural environment through the uptake of an avatar, such as a bird or fish. Embodied VR emits empathy toward the avatar, e.g., to see as a bird in VR, one tends to feel and think as a bird. Furthermore, embodied VR also impacts altruistic behavior toward the environment, specifically through proenvironmental behaviors. However, limited research discovers the impact of embodied VR on the human-nature connection and if embodied VR has any impact on how designers ideate, specifically surrounding nature-based solutions as a form of a proenvironmental behavior during the design process. This research first presents a formal measurement of embodied VR's impact on the human-nature connection and maps this impact toward design-related proenvironmental behaviors through design ideas, i. e., tracking changes in nature-based design choices. The design study consisted of three groups of engineering undergraduate students which were given a case study and plan review: a VR group embodying a bird (n=35), a self-lens VR group (n=34), and a control group (n=33). The case study was about a federal mandate to minimize combined sewer overflow in a neighborhood within Cincinnati, OH. Following the plan review, VR groups were given a VR walkthrough or flythrough of the case study area of interest as a selected avatar (embodied:bird, self-lens:oneself). Participants were tested for their connectedness to nature and a mock-design charrette was held to measure engineering design ideas. Verbal protocol analysis was followed, instructing participants to think aloud. Design ideation sessions were recorded and manually transcribed. The results of the study indicated that embodiment impacts the human-nature connection based on participants' perceived connection to nature. Only the bird group witnessed an increase in connectedness to nature, whereas the self-lens and control groups did not report any change. This change in connectedness to nature was also confirmed by engineering design ideas. The bird group was more likely to ideate green-thinking designs to solve the stormwater issue and benefit both nature and socioeconomic conditions, whereas the control group mostly discussed gray designs as the catalyst for minimizing combined sewer overflows. The self-lens group also mentioned green design ideas as well as socioeconomic change, but mostly placed the beneficiary of the design toward people rather than nature in the bird group. The mode of analysis for these findings was driven by thematic content analysis, an exploration of design space as a function of semantic distance, and large language models (LLMs) to synthesize design ideas and themes. An LLM's performance lent accuracy to the design ideas in comparison to thematic content analysis, but struggled to cross-compare groups to provide generalizable findings. This research is intended to benefit the engineering design process with a) the benefit of perspective-taking on design ideas based on lenses of embodied VR and b) various methods to supplement thematic content analysis for coding design ideas. / Doctor of Philosophy / The use of nature in the constructed world, such as rain gardens and natural streams for moving stormwater, is underused during the design process. Virtual reality (VR) programs, like embodiment, have the potential to increase the incorporation of nature and nature-based elements during design. Embodiment is the process of taking on the vantage point of another being or avatar, such as a bird, fish, insect, or other being, in order to see and move as the avatar does. Embodied VR increases the likelihood that the VR participant will act favorably to the subject, specifically when the natural environment is involved. For example, embodying another individual cutting down trees in a virtual forest increased the likelihood that individuals would act favorably to the environment, such as through recycling or conserving energy (Ahn and Bailenson, 2012). Ultimately, this research measures the level of connection participants feel with the environment after an embodied VR experience and motions to discover if this change in connection to nature impacts how participants might design a solution to a problem. This design experiment is based on a case study, which all participants were provided alongside supplemental plan documents of the case. The case study used is about stormwater issues and overflows from infrastructure in a neighborhood in Cincinnati, OH, where key decision-makers were mandated by the federal government to minimize the overflows. The bird group (a bird avatar) performed a fly-through in the area of interest in VR, whereas the self-lens group (first-person, embodying oneself) walked through the same area. The control group received no VR intervention. Following the intervention, participants were asked to re-design the neighborhood and orate their recorded solution. Then, participants were required to score a questionnaire measuring their connectedness to nature. The results show that when people experience the space as a bird in virtual reality, they felt more connected to nature and also included more ideas related to nature in their design. More specifically, ideas involving green infrastructure (using nature-based elements, e.g., rain gardens and streams) and socioeconomic benefits were brought up by the bird group. This research presents embodiment as a tool that can change how engineers design. As stormwater policy has called for more use of green infrastructure (notably, through the Environmental Protection Agency), embodiment may be used during the design process to meet this call from governmental programs. Furthermore, this research impacts how embodiment's effects on design can be interpreted, specifically through quantitative methods through natural language processing and the use of large language models to analyze data and report back on design-related findings. This research is intended to benefit the design process with a) using different avatars in embodiment to impact design ideas and b) a comparison of thematic content analysis and large language models in summarizing design ideas and themes.

It has been observed in the past few years that a large number of migrants have arrived in Europe. The number of international students who come to Sweden each year is one of the most overlooked groups of immigrants. The immigrant students are experiencing difficulties in their health and wellbeing due to new country settlement challenges.Therefore, this study examines the relationship between immigrant students and their natural environments, focusing in particular on their wellbeing. In order to achieve this objective, a qualitative study of 11 semi structured interviews are conducted on two south Asian groups of immigrants studying in Gothenburg, Sweden.This study investigates how immigrant students cope with challenges in the host country by utilizing natural places. It also investigates how they can improve their psychological and emotional wellbeing by interacting with nature using biophilia and attention restoration theories.There are three primary domains in which immigrant students can establish meaningful relationships with nature and enhance their holistic wellbeing, according to the findings of this study. First, they can embrace nature by spending time in natural places every day. Second, they can participate in nature-based recreation that strengthens their connection with nature, helps them get ready for the challenges of living in a new country, and makes them feel healthy overall. Third, the bond they build with nature through daily interactions and outdoor recreation can improve their psychological and emotional wellbeing.

Our contact with nature is decreasing in what has been referred to as the “extinction of experience”. Consequences of the loss of nature experiences are far-reaching and involve not only changes in health and wellbeing, but also changes emotions, attitudes, and behaviour towards nature. This research aims to fill a knowledge gap in understanding specific characteristics of nature experiences in relation to both a) generating human wellbeing, and b) improving Human-Nature Connection (HNC), defined as how people relate to nature. The aim is to increase our understanding of the characteristics of nature experiences that can achieve both of these positive outcomes. Furthermore, this research explores an organisational perspective through interviewing organisations that are currently incorporating or thinking to implement practices that include nature experiences. To address the main aim, an integrative literature review was conducted, and the results revealed that intentional contact, active engagement (specifically appreciative outdoor activities, cognitive engagement, cues, and direct earth contact), and biodiversity and wildness to be significant characteristics that positively impact human beings. Moreover, appreciative outdoor activities and cognitive engagement have been shown to be beneficial even when passive. In addition, there is some evidence that there is a link between HNC and wellbeing, which suggests that improving HNC would increase the wellbeing effects experienced by an individual during a nature experience. This knowledge is crucial for designing nature experiences that are able to more efficiently improve wellbeing, as well as improve HNC. Regarding the organisational perspective, a barrier that needs to be overcome is reaching an understanding of the benefits of such experiences, not only for the employees but for the business. One major opportunity identified is the hybrid working model, which allows employees to work remotely, and the possibility for the company to actively encourage its employees to experience nature.

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In recent years, there has been converging evidence on the relation between nature experiences and learning. Although outdoor experiences are not just seen as leisurely activities anymore, barriers, such as lack of resources or travel time can hinder the propagation of more outdoor educational programs. This study explores a relatively new outdoor educational setting that can help overcome these difficulties by decreasing the amount of resources, input and energy necessary to set up such measures: the educational forest garden. With lower maintenance in creating an environment that resembles an authentic ecosystem, the question remains if forest gardening can foster similar learning outcomes than those reported in other educational settings. A qualitative study in a Swedish mini-forest garden was employed to explore what types of learning are possible in this new type of setting. Interviews with two educators and eight children were conducted to find out what perceptions and experiences they communicate after spending time in the mini-forest garden. The educator’s ideas were compared with children’s accounts and observational notes on their behavior to see if there was a difference in perception and experience. Examples for learning were found in three different dimensions: cognitive, emotional and social. The explored categories were ecological literacy, language learning, attention; being comfortable outdoors, respect and care, awareness of surroundings, co-creation, teacher-student interaction, gender differences and free play and imagination. The findings indicate an overlap between teacher’s and children’s experiences and perceptions in almost all categories and similar beneficial learning outcomes with forest gardening to other outdoor educational endeavors. Along with the potential for self-development, forest gardening may be a new way to successfully teach in the outdoors with less input or resources. Although a small scale study that should not be generalized, the study gives insight to educators’ and children’s voices in a new outdoor educational setting and can help overcome the lack of children’s voices in research in general. At the same time, it adds to the limited amount of research on forest gardening and potentially helps to increase the popularity of forest gardening as a new outdoor educational method.