Conserve My Village—Finnish, Norwegian and Swedish Students’ Valued Landscapes and Well-Being

Eija Yli-Panula, Eila Jeronen, Eila Matikainen and Christel Persson
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Eija Yli-Panula: Department of Teacher Education, Faculty of Education, University of Turku, 20014 Turku, Finland
Eila Jeronen: Faculty of Education, University of Oulu, 90014 Oulu, Finland
Eila Matikainen: Department of Teacher Education, Faculty of Education, University of Turku, 20014 Turku, Finland
Christel Persson: Department of Environmental Science, Faculty of Science, Kristianstad University, 29188 Kristianstad, Sweden

Sustainability, 2022, vol. 14, issue 2, 1-17

Abstract: In the context of landscape, both the natural environment and the built environment can be linked with human health and well-being. This connection has been studied among adults, but no research has been conducted on young people. To fill this gap, this case study aimed to elucidate students’ views on landscapes worth conserving and the landscapes that affect and support their well-being. The participants ( n = 538) were Finnish, Norwegian and Swedish students from grades 3–6. The students drew the landscapes they wanted to conserve. The drawn landscapes and the welfare-supporting features they contained were analysed using inductive and abductive content analyses. The students from all three countries preferred water, forest and yard landscapes. In the drawings of natural landscapes, the most recurring themes were sunrise or sunset, forest, beach and mountain landscapes. Physical well-being was manifested in the opportunity to jog and walk. Social well-being was reflected in the presence of friends, relatives and animals. Therapeutically important well-being-related spaces—the so-called green (natural areas), blue (aquatic environments) and white (e.g., snow) areas—were also depicted in the participants’ drawings. It can be concluded that the drawn landscapes reflect several values that promote students’ well-being.

Keywords: landscape; mental; physical and social well-being; primary school students; drawings; inductive and abductive content analyses (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
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