Abstract

This study qualitatively analyzed the experiences of 35 middle school students who participated in ecological education at Suncheonman Wetland, aiming to explore the meanings and values this program provided. Students wrote reflections immediately after the program and again four months later. Additionally, metaphorical expressions were collected using the prompt: “Suncheonman Wetland is like ( ) to me because ( ).” Findings revealed that students derived diverse interpretations despite attending the same program, influenced by their personal lives, interests, and prior perceptions of nature. Key outcomes included gaining new perspectives on nature and non-human entities, enhanced ecological sensitivity, expanded ethical awareness toward environmental conservation, emotional healing, personal growth, career exploration, and experiences of empathy and collaboration. Metaphors described Suncheonman as a “living ecosystem,” an “emotional sanctuary,” and a “place of learning,” highlighting students’ deepened connections with nature. The program allowed students to transform textbook knowledge into lived experience, fostering a stronger will to protect nature and enriching their emotional, cognitive, and social development. However, the study’s small sample size, single regional focus, and short-term intervention limit the generalizability of results. Future research should investigate long-term impacts across different age groups, regions, and extended educational programs to better understand ecological education’s broader effects on youth.