What's new

This multi-site study asked 264 pupils aged 11–13 to answer two open-ended prompts before and after a structured, locally adapted 4.5-hour forest education programme, mostly on the same day, across seven sites. Responses were analysed with reflexive thematic analysis and summarised as percentage-point changes. After the programme, pupils used less generic, vague or fantastical language and more sensory, differentiated and forestry-related language. Their descriptions of foresters' work moved away from hunting and firearms towards forest management, tree care, and education and outreach.

Why it matters in Aotearoa

Many Aotearoa schools use short, one-off visits to forests and reserves. The study suggests even brief programmes can shift how students talk about these places, and it offers a simple way for providers to check this.

Putting it into practice

Providers could ask students the same one or two open-ended questions at the start and end of a session (for example, 'What happens in a forest?') and compare the words they use as a quick, low-effort check on learning.

How strong is the evidence

A reasonably large, multi-site pre–post study, mostly measuring same-day changes in what pupils wrote. The authors treat the shifts as proximal indicators of changing understanding, not as behavioural outcomes.

What to read

The full article, particularly the method for the open-ended prompts and the discussion of using them for routine programme monitoring.

Who it's for