Unpacking students’ connection with nature in a managed urban green space

An individual’s relationship with the natural world is recognised as important for fostering environmental awareness and action. In urban Singapore, there has been concerted effort to encourage students to learn about nature through direct contact with green spaces. However, mere exposure to nature or participating in structured place-based activities in green spaces does not guarantee a deepened relationship with nature – the quality of interaction matters. This paper critically examines how participating in a student-led outdoor exploration in urban green spaces with opportunities for student agency and post-fieldwork knowledge building can help students connect with nature. Through an analysis of student focus group discussions and artefacts, the study revealed that the experience can create valuable opportunities for sensory engagement. However, while students expressed a willingness to act for the environment, their responses were often framed through pragmatic, human-centric narratives shaped by national narratives of control and efficiency, leading to perceptions of nature as external to their lived experience. The study foregrounds the role of place, pedagogy, and socio-political context in shaping the possibilities and limits of transformative learning and recommends that educators help students question underlying assumptions and move beyond instrumental framings of nature.