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Within psychology education, there is a growing focus on undergraduate students’ psychological literacy; enabling students earlier in their psychological training to directly apply their learning to their lives and in addressing contemporary societal challenges. This growing focus was a key driver for the creation of the course “Connecting and Working with Nature”. This course is a fully online, first-year psychology course that explores the human–nature relationship and sought to grow students’ knowledge and skills relating to nature connectedness and well-being while simultaneously supporting the development of their psychological literacy. To evaluate the course in relation to fostering students’ psychological literacy across personal, professional and community domains, we utilised a range of data sources including surveys, work samples, and focus groups. The findings generated through our mixed methods analyses support that our students did indeed foster their psychological literacy and draw connections between the content and their own lives, across all three domains. Courses that explore the human–nature relationship are well suited to the early development of psychological literacy. This course provided learning experiences that were tangible for all students, while also being a “safer” domain within which to ask students to begin applying their newfound psychological knowledge and skills.
Pearson et al. (Wed,) studied this question.