Psychological restoration and the 2030 Agenda: educational contributions and implications from a systematic review.
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| Title: | Psychological restoration and the 2030 Agenda: educational contributions and implications from a systematic review. |
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| Authors: | Ceballos Martínez, Guillermo1 (AUTHOR), Krstikj, Aleksandra2 (AUTHOR) sandra.krstik@tec.mx |
| Source: | Environmental Education Research. Feb2026, Vol. 32 Issue 2, p259-289. 31p. |
| Subject Terms: | *Environmental education, *Transformative learning, Mental health, Nature appreciation, Sustainable development |
| Abstract: | This systematic review explores the contributions of psychological restoration to selected targets of the 2030 Agenda for Sustainable Development, particularly those related to mental health (SDG 3.4), education for sustainable development (SDG 4.7), and promotion of green and inclusive sustainable infrastructure (SDG 11.7). Drawing on 46 peer-reviewed studies retrieved from Scopus and Web of Science, we examine how restorative experiences in natural environments are associated with attention recovery, emotional regulation, and learning processes. While 52% of the studies reported links between psychological restoration and mental health outcomes, fewer addressed connections to education (20%), sustainability (7%) or peace building (2%). The findings reveal a predominant focus on the dimensions of fascination and being away, with limited attention to compatibility and extent. Crucially, the findings underscore the potential of psychological restoration not only as a health-related benefit but also as an educational tool. Natural settings can foster transformative learning, ecological awareness, and emotional connection to the environment, elements that align with the aims of environmental and sustainability education. The review offers practical recommendations for curriculum development, interdisciplinary research, and context-sensitive pedagogical strategies. Psychological restoration emerges as a multidimensional resource, offering a compelling contribution to the 2030 Agenda's vision of integrated well-being. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This systematic review explores the contributions of psychological restoration to selected targets of the 2030 Agenda for Sustainable Development, particularly those related to mental health (SDG 3.4), education for sustainable development (SDG 4.7), and promotion of green and inclusive sustainable infrastructure (SDG 11.7). Drawing on 46 peer-reviewed studies retrieved from Scopus and Web of Science, we examine how restorative experiences in natural environments are associated with attention recovery, emotional regulation, and learning processes. While 52% of the studies reported links between psychological restoration and mental health outcomes, fewer addressed connections to education (20%), sustainability (7%) or peace building (2%). The findings reveal a predominant focus on the dimensions of fascination and being away, with limited attention to compatibility and extent. Crucially, the findings underscore the potential of psychological restoration not only as a health-related benefit but also as an educational tool. Natural settings can foster transformative learning, ecological awareness, and emotional connection to the environment, elements that align with the aims of environmental and sustainability education. The review offers practical recommendations for curriculum development, interdisciplinary research, and context-sensitive pedagogical strategies. Psychological restoration emerges as a multidimensional resource, offering a compelling contribution to the 2030 Agenda's vision of integrated well-being. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 13504622 |
| DOI: | 10.1080/13504622.2025.2526524 |
