Shaping biodiversity education: The role of childhood nature experiences and nature relatedness among Tokyo teachers

Abstract Biodiversity is central to nature conservation, and education in this field shapes individuals' knowledge and attitudes toward the environment. Despite its importance, biodiversity is often poorly defined and inconsistently addressed in education due to curriculum flexibility and teachers' interpretations. This study examines the attitudes of elementary and junior high school teachers in Tokyo, Japan, toward biodiversity and the factors influencing their educational choices. Results show teachers prioritized “Nature and life” topics among environmental issues. Although the four dimensions of biodiversity education, “Definition”, “Conservation”, “Threats”, and “Benefits”, were evenly covered, institutional definitions and critical concerns, such as species extinction, were underemphasized. Furthermore, teachers' content choices were significantly influenced by their Childhood Nature Experiences and Nature Relatedness. These findings suggest that personal histories and emotional connections to nature shape biodiversity education. To enhance effectiveness, educational strategies should incorporate these personal factors into broader institutional and policy frameworks.