What Nature teaches us about designing Learning Experiences

…and why it matters for learners of all ages.

“In every walk with nature one receives far more than he seeks.” — John Muir

We can sometimes think about learning something as if it were a straight line: input, output and completed. However, deep learning, just like sustainable growth, rarely works in this way - it spirals, unfolds slowly and roots before it rises.

Nature has always been a teacher (and will continue to be), if and when we listen. It offers us rhythms, patterns and relationships that human systems often ignore. In our states of acceleration, standardisation and optimisation with AI, nature invites us to rethink what learning could be, both for children and for ourselves.

What Nature Teaches Us About Learning

1. Growth is cyclical, not linear.

Deep learning mirrors seasonal cycles: it needs time to germinate, grow, rest and return. Jerome Bruner’s spiral curriculum proposes that learners revisit key ideas over time, with increasing complexity (Cambridge Assessment, 2020). This also aligns with retrieval-based learning, which improves long-term retention through spaced repetition (Agarwal et al., 2021).

• In schools: Focus on mastery through return and reflection, instead of speed.

• In adulthood: Learning often matures through lived experience, not instant outcomes.

2. Environment shapes our attention and wellbeing.

Natural environments improve focus, reduce stress and support better behaviour, especially for younger learners. A 2024 meta-analysis found that biophilic design (light, greenery, natural textures) significantly reduces cognitive fatigue and boosts executive functioning (PMC, 2024).

• In schools: Classrooms with daylight, plants or access to outdoor spaces support calm and creativity.

• In adulthood: Nature-rich spaces improve memory, reduce stress and enhance learning at work and in life (Journal of Environmental Psychology, 2023).

3. Diversity builds resilience.

Healthy ecosystems thrive on variety and so do learning communities. A 2022 meta-analysis on differentiated instruction found significant improvements in academic outcomes when instruction was tailored to learner needs, especially over sustained periods (International Journal of Progressive Education, 2022).

• In schools: Value cultural and neurodiversity in how students express their understanding.

• In adult learning: Honour different life paths, paces and purposes.

4. Slowness is productive.

Nature does not rush. Philosopher, Simone Weil, called attention “the rarest and purest form of generosity.” Yet many schools and workplaces still demand constant output at speed, causing our automatic response to say speed up, optimise and automate, instead of slow down, listen and integrate. Studies show that slow, deep engagement improves both memory and motivation (Mayer, 2020).

• In schools: Protect time for exploration, silence and revision.

• In adult learning: Allow time for integration—slower learning, ironically, sticks longer.

5. Purpose emerges through process.

Learning, like nature, does not always reveal its purpose at first. Philosopher, John Dewey, believed education was not preparation for life, but rather life itself. When learners are given time and space, purpose tends to emerge - rooted in connection, rather than compliance.

• In schools: Design projects that grow meaningfully over time.

• In adulthood: Learning becomes a way of deepening, not just up-skilling.

The Economics of Nature-Inspired Learning

But are these ideas actually affordable? Can we scale them?

📉 The Costs:

• Biophilic upgrades, including plants, natural materials, lighting : £1,000–£5,000 per classroom (Human Spaces Report, 2015) - more realistically £1,370–£6,851 in 2025 (assuming the annual average UK inflation rate of 3.2% over the last 10 years)

• Professional development for adaptive teaching: £300–£1,200 per teacher

• Project-based and cyclical learning design: more prep time, slower throughput

📈 The Returns:

• Wellbeing: Schools with nature-integrated spaces show lower stress, better attendance and fewer behavioural referrals (Natural England, 2020)

• Cognition: Green space access improves working memory and academic performance, especially in disadvantaged communities (Amoly et al., 2014)

• Workforce development: Nature-inspired learning builds adaptability, collaboration and emotional resilience—skills highlighted in OECD’s Future of Education and Skills 2030 framework (OECD, 2022)

• Reduced inequality: Differentiated, holistic pedagogy narrows achievement gaps and lowers the long-term cost of remediation (Wilkinson & Pickett, The Spirit Level, 2009)

“We must not look at education as a cost, but as an investment—one with compound interest over generations.” — Adapted from Andreas Schleicher, OECD

Are We Moving in the Right Direction?

Encouragingly, yes.

• Schools across the UK, Scandinavia and the US are redesigning classrooms with nature in mind — adding outdoor shelters, planting schemes and flexible learning spaces (Architects Journal, 2024)

• Outdoor learning programmes have shown up to 27% gains in science performance and dramatic increases in engagement (EEF, 2023)

• Adult learning spaces are shifting too, with green university libraries, walking seminars and nature-based leadership retreats are increasingly common (WELL Building Standard, 2023)

• Policy is catching up, with education ministries investing in sustainability-linked learning models and green infrastructure grants in schools (UNESCO Greening Education Partnership, 2023)

Challenges remain however, especially in funding, rigid curricula and unequal access to nature, but there is a clear direction. 

A Living Education

To design learning like nature is to cultivate slowness, complexity and depth in a world that often values speed, simplicity and output. It asks us to shift from perspectives and systems of extraction to nourishment.

“The goal of life is to make your heartbeat match the beat of the universe.” — Joseph Campbell

Education, at every age, should help us to live more closely in rhythm with ourselves, each other and the natural world. The evidence is strong, the appetite is here and the question is no longer why—but when and how will we make the shift.