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] |
| Copyright of Environmental Education Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 191102604 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Psychological restoration and the 2030 Agenda: educational contributions and implications from a systematic review. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ceballos+Martínez%2C+Guillermo%22">Ceballos Martínez, Guillermo</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Krstikj%2C+Aleksandra%22">Krstikj, Aleksandra</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> sandra.krstik@tec.mx</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Environmental+Education+Research%22">Environmental Education Research</searchLink>. Feb2026, Vol. 32 Issue 2, p259-289. 31p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Environmental+education%22">Environmental education</searchLink><br />*<searchLink fieldCode="DE" term="%22Transformative+learning%22">Transformative learning</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+health%22">Mental health</searchLink><br /><searchLink fieldCode="DE" term="%22Nature+appreciation%22">Nature appreciation</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainable+development%22">Sustainable development</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Environmental Education Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191102604 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/13504622.2025.2526524 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 31 StartPage: 259 Subjects: – SubjectFull: Environmental education Type: general – SubjectFull: Transformative learning Type: general – SubjectFull: Mental health Type: general – SubjectFull: Nature appreciation Type: general – SubjectFull: Sustainable development Type: general Titles: – TitleFull: Psychological restoration and the 2030 Agenda: educational contributions and implications from a systematic review. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ceballos Martínez, Guillermo – PersonEntity: Name: NameFull: Krstikj, Aleksandra IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 13504622 Numbering: – Type: volume Value: 32 – Type: issue Value: 2 Titles: – TitleFull: Environmental Education Research Type: main |
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