Environmental education in India has evolved, drawing from ancient tradition knowledge systems that are deeply rooted with the concept of nature connection. Post-independence, it gained institutional focus with curricular integration. Several challenges continue to persist, such as lack of teacher expertise, curriculum implementation, resource and time availability etc. Recent frameworks emphasize interdisciplinary and socio-emotional learning, but bridging gaps between theory and practice remains vital for nurturing an environmentally connected society.
The motivations behind this internship included gaining awareness about environment education's relevance, understanding EVS curriculum implementation, exploring teachers' roles, understanding the contributions of external organizations and educators, and learning diverse pedagogical approaches employed for effective environment education. The roles undertaken during this period aligned with Nature Classroom programme’s work arms- entailing research and program development, resource creation, workshops, and communications.
Research and program development initiative focused on a nature-based Social-Emotional Learning (SEL) program for school teachers and educators. This involved integrating existing SEL frameworks with nature learning, with an aim to create a program that fosters teachers' emotional health, deepening their connection with nature in turn influencing environmental education in classrooms.
The literature review examines the relevance of SEL and its five core competencies, showing how SEL positively impacts both students and teachers. It discusses the role of teachers in complex educational systems, the challenges they face, and how their emotions influence teaching practices. Moreover, it highlights the significance of nature in enhancing mental well-being, emphasizing connections between nature and human emotions.
The work description details the development of the nature-based SEL program's framework, its phases, collaborations and partnerships, and the organizing of a pilot workshop for preliminary assessment of the program. It also describes other areas of work which include - resource development, training workshops, and communications.
The key findings highlight outcomes from the interviews conducted and the ongoing pilot program, revealing teachers' challenges, emotional experiences, and perceptions about environment education. Challenges such as modes of assessments, institutionalization, incorporation of language diversity, and time constraints are discussed. The personal reflections touch on the impact of working directly with teachers, addressing the interlinkages between mental health and nature, and design process intricacies.
The summary section emphasizes on the emotional motivation driving environmental conservation and the necessity of incorporating emotions and values into education. The long-term vision for the work is to expand perceptions about environmental education, integrating social-emotional learning, and nurturing a caring relationship with nature. The conclusion underscores holistic integration of environmental education within conservation efforts, by actively involving teachers and students, which can support the fostering of a profound connection between people and nature.