Nature Experience in School-Age Educare: In Pursuit of Nature Connectedness

his doctoral dissertation is written within the field of Educational Practices and explores Swedish school-age educare as an educational arena for pursuing children’s nature connectedness in response to growing global concerns about reduced childhood experiences of nature.
The dissertation is situated within the pragmatic research paradigm and employs a convergent parallel mixed-methods design comprising four interrelated sub-studies addressing children’s access to nearby nature, the assessment of nature connectedness, children’s lived experiences of a yearlong Nature Experience for Nature Connectedness intervention, and teachers’ perspectives on the potential of school-age educare as an arena for childhood nature connectedness pursuits.Together, the studies illuminate how spatial conditions, educational practice, and professional perspectives shape opportunities for nature connectedness.The fndings suggest that school-age educare holds substantial potential for fostering and maintaining children’s relationship with nature, while highlighting the need for deliberate pedagogical work, structural support, and long-term multi-level strategic commitment.