Qualitative Case Study Research About the Changes of Students’ Well-Being Experience in a Nature-Based Multiform Learning Course

This article is based on a study that investigated the changes in students' perceived well-being during a multifaceted nature relationship course. The aim of the study was to provide important research evidence on the use of nature in the design and delivery of curricula and training. The research topic is relevant because student wellbeing is in decline and thus the factors affecting student wellbeing need to change. Student well-being is important not only for students themselves, but also for the functioning and effectiveness of society. If student well-being is not supported, the risk of delays and drop-outs increases. The research underlying this article was conducted using a mixed methods research approach. The qualitative data for the study consisted of reports written by the participants before the start of the course, after about two months of the course and after the end of the course. The quantitative data consisted of the results of the work and learning style analysis (WSA and LSA) carried out on the participants at the beginning and end of the course. The main focus of the study was a narrative analysis of the qualitative data, which was complemented by the results of the quantitative data. The results of the study showed that there were many positive changes in the physical, social and especially psychological well-being experienced by the participants during the nature relationship course. The course tasks, the insights gained during the course, the emphasis on metacognitive reflection on experiences, and the first-hand experience of the well-being effects of nature had an impact on shaping the meaning of nature and deepening the relationship with nature. The wellbeing effects came about because of the regenerative nature. Overcoming the decision making process increased the students' self-confidence. The lack of rush gave students time to focus on basic needs, living in the moment, resting and feeling for themselves. Consciously pausing in a restorative environment led to noticing and processing stress, anxiety and negative thoughts, which increased the psychological well-being. In addition, the course had a major boosting effect on positive emotions and inspiration to move more in nature. The narrative data showed that during the nature relationship course, students learned to be consciously present in nature, which enabled them to sharpen their senses. The working- and and learning style analyses gave similar results, showing that the participants' inner senses were strengthened during the course. However, the results of the work and learning style analyses showed that the course had no effect on the learned analytical skills, which were unfavourable for well-being