The ecological self in nurse educators: A concept analysis from a humanising lens

OBJECTIVES: To clarify what the ecological self in nurse educators means, what shapes it, what it leads to, how it is evidenced in practice, and to indicate implications for teaching, the curriculum, and professional development. DESIGN: Using Walker & Avant's method, concept analysis, as interpreted through Ubuntu and Freirean ecopedagogy, focuses on the lens humanising, being justice-oriented, and pedagogically usable. DATA SOURCES: This refers to the interdisciplinary literature spanning nursing, education, Indigenous knowledge, philosophy, and environmental ethics; integrative searches across CINAHL Plus, MEDLINE/PubMed, APA PsycArticles, Health Source: Nursing/Academic Edition, ScienceDirect, Taylor & Francis Online, ProQuest Dissertations & Theses Global, and Sabinet (1990-September 2025). Screening yielded 20 sources for synthesis. RESULTS: Six defining features of the ecological self were identified: (1) identity expanded to the more-than-human, (2) relational interdependence and responsibility, (3) place-embeddedness, (4) moral extension beyond humans (stewardship ethic), (5) praxis and agency for ecological care, and (6) reflexive, justice-aware consciousness. Practical applications include integrating ecological thinking into learning outcomes, teaching strategies, and community/land-based learning. CONCLUSIONS: The ecological self offers a humanising re-orientation of nurse-educator identity and practice aligned with planetary health, supporting curriculum transformation and preparing graduates as skilled caregivers and environmental stewards.