Hidden Educational Functions of Park City Green Low-Carbon Scenes and Child-Adaptation Pathways

Park city construction has substantially expanded the supply of urban green space, yet the educational function of these scenes has long been left to occur spontaneously, without systematic theoretical elaboration or deliberate transformation design. Taking Chengdu as the empirical setting, this study draws on hidden curriculum theory, environmental affordance theory and informal learning theory to propose the proposition of scene as education. It argues that park city green low-carbon scenes exert hidden educational functions through three pathways: value acculturation, behavioral modeling and emotional cultivation, and that these functions operate only when three enabling conditions are met in sequence: accessibility, interactivity and expressiveness. To address the ornamental orientation of scene construction, the absence of interactive elements and the exclusion of children from decision-making, the study develops an indicator system for child-adaptation and proposes an integrated pathway of four components: embedding standards, micro-renovation, collaborative operation and curricular articulation. The findings indicate that the educational function of a scene does not materialize automatically; only through deliberate design can the ecological value of the park city be stably transformed into educational value for children. The study provides a theoretical basis and an operational framework for the park city to evolve from a landscape project into an educational project, with reference value for child-friendly city construction.