A nature-based literacy framework may guide the development of interventions that promote early adolescent health and strengthen connections with natureAlthough research has demonstrated the extensive benefits of engagement with nature, concerns are growing about declining human–nature interactions, a trend that often begins in early adolescence. To inform strategies that foster sustained participation in nature-based experiences, there is a need for a more comprehensive understanding of the intrapersonal factors that support early adolescents’ engagement with nature. Building on the researcher’s previous work, this study represents the next phase in developing a nature-based literacy framework in which an expert panel of academic researchers and professional practitioners established a comprehensive set of components and indicators defining nature-based literacy. By advancing the conceptualization of nature-based literacy, this study aimed to provide a foundation for developing interventions that promote early adolescent health, strengthen connections with nature, and foster commitment to protecting the natural world.
The study used the Delphi method, a systematic, iterative approach designed to achieve consensus among a group of experts. By employing this method, the study sought to reach consensus on a comprehensive set of nature-based literacy components, their indicators, and age-specific indicators for early adolescents (age 12–14). Specifically, an e-Delphi approach was employed to recruit experts worldwide. Recruitment aimed for a minimum of 10 panelists, with at least five academic researchers and five professional practitioners, with expertise in early adolescent development, outdoor education, or nature-based education. Initially, 26 experts agreed to participate, including 18 academic researchers and 8 practitioners, from Canada, the U.S., the U.K., Australia, Denmark, Norway, Japan, Portugal, and New Zealand. Data was collected over the course of three rounds using a series of iterative surveys. In Round 1, expert panelists completed open-ended questions designed to generate insights and identify new components that could contribute to a comprehensive definition of nature-based literacy in early adolescence. In Round 2, the experts completed a 70-item survey developed from the feedback collected in Round 1. This second survey collected both quantitative and qualitative data to further develop a list of proposed components and indicators of nature-based literacy. The experts completed a final survey in Round 3, which was again developed from feedback from the previous round. This survey asked experts to further refine the core components, indicators, and early adolescent indicators that achieved consensus in Round 2. Nineteen surveys were analyzed in Round 1, 15 in Round 2, and 11 in Round 3. Qualitative data were thematically analyzed to highlight key issues and inform the development of follow-up surveys. Quantitative data were analyzed using descriptive statistics to establish consensus (70% agreement) on the components of nature-based literacy and their indicators.
Three key themes from the panel’s general comments in Round 1 informed refinement of the nature-based literacy model. The theme of <em>equity, diversity, and inclusion</em> emphasized the importance of fostering equitable engagement with nature. The experts suggested that indicators of nature-based literacy account for a range of abilities and for equity and accessibility concerns that may limit adolescents’ opportunities to engage with nature. The theme of <em>risk tolerance and management</em> was reflected in experts’ suggestions that the ability to recognize, adapt to, and overcome challenges is vital to managing risk and central to developing nature-based literacy. The theme <em>interconnected and embedded</em> called attention to how the components of nature-based literacy influence each other’s development. Here, experts highlighted the multidirectional interactions among nature-based literacy components and how the model should illustrate these connections.
After Rounds 2 and 3, the experts reached consensus on a series of intrapersonal factors that are key components of nature-based literacy. In total, the panel established seven core components: knowledge, competence, confidence, motivation, experience, connection, and stewardship. In their previous study, the researchers identified four components (<em>knowledge, competence, confidence, motivation</em>), which the expert panel agreed upon. Among these components, <em>knowledge</em> was defined as an understanding of ecological concepts; <em>competence</em> as the practical skills for engaging with nature; <em>confidence</em> as self-assurance and comfort when engaging with nature; and <em>motivation</em> as the cognitive and emotional factors that drive engagement with nature. The expert panel agreed to add three new components (<em>experience, connection, stewardship</em>) to fully conceptualize nature-based literacy. <em>Experience</em> was conceptualized as learning through hands-on activities and observation, engaging the senses to foster mindfulness and presence in nature, and observing and appreciating the environment. <em>Connection</em> focused on an emotional connection with, and a sense of belonging in, nature. Finally, <em>stewardship</em> involves caring for nature through participation in environmental conservation or sustainability-oriented initiatives. The panel also reached consensus on a series of indicators for each key component to assess nature-based literacy in early adolescence.
This study advanced the conceptualization and operationalization of nature-based literacy by engaging academic and professional experts in early adolescent development, outdoor education, adventure-based education, and nature-based education. Their expertise helped refine the definition of nature-based literacy and identify new components to include in its conceptual model. The resulting framework identifies the intrapersonal factors that promote engagement with nature during early adolescence. It provides a foundation for evaluating interventions designed to strengthen nature-based literacy and promote the health of early adolescents and the planet through engagement with nature. Additionally, the framework may inform health, environmental education, and outdoor recreation professionals seeking to foster meaningful connections between early adolescents and the natural world. Further research is needed to validate the framework, particularly by incorporating early adolescents’ perspectives and experiences.
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