Nevertheless, children are enthusiastic, as the study shows: around two-thirds of pupils find the lessons interesting and consider the subject area important. According to Vincent van der Veen of IVN, this enthusiasm is a major advantage. “The willingness is there, both among children and teachers. This creates opportunities for higher-quality and more active nature education.”

More outdoor lessons

Many schools lack a technology corner or a vegetable garden. When they are available, they are often barely used. That is why IVN advocates school environments where nature is naturally present and where teachers are supported in using it.

“According to these figures, only 24 percent of teachers give nature lessons in an outdoor space. That is a real shame,” says Van der Veen. “The best way to learn about nature is outdoors.” To encourage this, IVN organises the annual National Outdoor Lesson Day in April: an accessible way to help schools go outside more often.

Volunteers can also play an important role in this. “We work with thousands of nature parents and school guides who help schools truly get out into nature and, for example, maintain the vegetable garden. This not only makes education more enjoyable, but also improves its quality — it is not necessarily about more nature education, but better nature education.”

Major differences between schools

The survey shows that schools differ greatly in the amount of attention they devote to nature and technology education. This often depends on teachers’ knowledge and interest. Time also plays a major role: many schools prioritise language and mathematics.

That is concerning, says Van der Veen. “Mathematics and language already receive seven times more attention than nature education. Maintain that balance. And when developing the new core objectives and learning pathways, make it clear exactly what is expected of schools.”

Four recommendations from IVN based on the report

  • Be clear about expectations: When elaborating the new core objectives and learning pathways, set out concretely what exactly is expected of schools.
  • Maintain a balance between subject areas: Ensure that nature education does not become even more marginalised alongside language and mathematics, which already receive seven times as much attention.
  • Invest in natural learning environments: Make green schoolyards and other natural outdoor spaces a fully-fledged part of the learning environment.
  • Provide practical support to schools: Help schools with expertise and volunteers to make outdoor lessons and vegetable garden maintenance structurally possible — for better, not necessarily more, nature education.

Photo credit: Stefan Hoepermans