Experiential Environmental Education as a Tool to Enhance Awareness of Ecosystem Services among Adolescents: Evidence from Outdoor Workshops in Lublin, Poland

The integration of environmental education into sustainable development is essential for preparing future generations to understand and value ecosystems. This study examines the effectiveness of two pedagogical approaches - traditional classroom lectures and field workshops with a game-based format - in enhancing adolescents’ awareness of ecosystem services, with emphasis on intangible cultural values. The intervention involved 150 sixth- and seventh-grade students from two schools in Lublin, Poland. The control group attended a lecture, while the experimental group engaged in a six-hour outdoor lesson including a 90-minute workshop in the semi-natural green area of Górki Czechowskie. Data were collected using a structured questionnaire and analyzed with t-tests, ANOVA, regression, and PCA. Both methods improved knowledge, but workshops significantly enhanced place-based awareness (p = 0.017) and showed a near-significant effect on recognition of intangible values (p = 0.063). Cluster analysis identified learner profiles: Absorbers (low baseline knowledge, strong relative gains), Narrators (high-achieving girls with improved recognition of intangible services), Eco-Masters (high baseline, limited gains), and Nature Lovers (frequent contact with nature, modest improvement). Notably, low-achieving boys also benefited substantially from experiential activities. These results highlight the value of experiential, narrative-driven education in fostering both cognitive understanding and value-based environmental awareness. Tailoring strategies to learner diversity and preserving semi-natural urban green areas as “living laboratories” are crucial for effective sustainability education.