The logical framework and system construction of nature study tours in China

In the context of China’s deepening education reform and the ongoing advancement of ecological civilization, nature study education has emerged as a crucial platform that bridges formal schooling with ecological practice. However, existing research and practice in this field remain fragmented and experience-driven, lacking a systematic theoretical framework that integrates educational and ecological dimensions. So this study constructs an integrated “Nature-Education” conceptual model centered on a dual coupling mechanism between the natural resource system and the nature study education system. Drawing upon methods of literature review, logical deduction, and system modeling, this paper systematically examines the intrinsic logic, structure, and operational pathways of nature study education. Specifically, the study reveals that: (1) Nature study represents an integrated form of education and ecology, transforming natural resources into educational carriers through contextualized, embodied, and inquiry-based learning, thereby achieving the coordinated development of knowledge, competence, and values. (2) The dual coupling mechanism serves as the structural core of the system, wherein static natural resource systems and dynamic educational processes form feedback loops that drive mutual reinforcement between resource conservation and educational innovation. (3) The construction of the nature study system should adhere to the “whole process-whole elements-whole value” logic. The findings demonstrate that this systematic framework effectively bridges the gap between resource management and educational practice, providing a theoretical basis for the institutionalization and standardization of nature study education in China. Practically, the study offers a pathway for enhancing cross-sectoral cooperation, improving regional resource governance, and strengthening the educational function of natural ecosystems. By establishing an integrated and dynamic model of “Nature-Education” coupling, this study contributes to the theoretical enrichment of ecological education research and provides actionable insights for promoting sustainable and participatory models of nature study.