Visiting even Pakistan's most prestigious educational institutions, one often finds environments that dull the senses beyond recovery. Fixated on building concrete campuses, many lack areas for playful engagement. Where such sections do exist, they are often repurposed for additional classrooms or are a space for an overly manicured lawn. Trees are callously felled to accommodate security measures, and astro turf dominates outdoor spaces.

Classrooms are dark with the blinds pulled all the way down - blocking out any natural light and at times are even windowless. Outdoor activities are few and far between, while students are bored to tears with teacher-led activities.

Have we forgotten the invaluable lessons learned amidst natural elements? It is in nature that we hone our motor skills and resilience. Nature teaches us that that bumps and bruises are part of life's journey. That the flower will bloom to perfection, but will also wilt with time.

To climb a tree, hide in its crevices and read a book. To daydream in the golden hour and observe a snail move at a glacial pace. In natural surroundings, children ask the most astounding questions, piquing their curiosity and actively looking for answers.

Education in Pakistan adheres to its conservative and traditional role in the extreme, and liberal studies are considered redundant (as they do not provide lucrative jobs). There is a complete lack of environmental literacy in the country.

Our connection to nature cultivates a relationship with the self, fosters community bonds, and instils a profound appreciation for the world. Such experiences offer not only physical but also psychological benefits, enriching our lives in multifaceted ways.

We are living in a world where not only are we dehumanised but completely disenchanted - separated from our cosmic universe. Only to become stoics. Feelingless, or ‘rational’ as a capitalist would put it. Curiously lacking empathy for other humans so that sympathy towards the natural world and other beings seems a far and distant idea.

The acquisition of ‘specialised’ knowledge is not for the sake of knowledge but knowledge for the satisfaction of our ‘wants’ - no, ‘needs’ - that are only satisfied by the attainment of a profitable job. A job that provides necessities such as the latest cell phones, endless options of cereals, shampoos, etc. This rat race dehumanises those who follow it - with no means of getting there.

Education philosopher Paulo Friere would describe this as (imperialist) oppression. He would also argue that it is dehumanisation of both the oppressed and the oppressor. The oppressor is inhuman to dehumanise the oppressed by keeping them from realising their ‘conscientizacao’ or critical consciousness.

Creating an inability for the people to perceive their own reality and context. To feel, touch, listen to the vast and tangible world around them. So that they might not be able to see that their condition and reality is transformable. Out in the real world, cross curricular links are ‘naturally’ made. It is where children see and realise that everything is in fact intertwined. Where they develop innovative ideas. You cannot talk of renewable energy, without discussing the terrain, effects on communities, politics and economics. This type of engagement also makes the subject of discussion far more interesting than ‘theory’.

Yet, how do we liberate children from the shackles of traditionalist education? Without a doubt, our education system needs a complete overhaul.

Taking students beyond the confines of the classroom and into the natural world is the most effective approach. Environmental Education (EE) transcends mere awareness; it is grounded in progressive educational theory. Its interdisciplinary method integrates not only mathematics, science, engineering, and technology but also encompasses culture, language, arts, history, and social studies.

It is a holistic approach that fosters a deeper understanding of our interconnectedness with the natural world, encouraging students to engage with diverse perspectives and disciplines for a comprehensive learning experience.

Simultaneously, it also enhances student productivity. There is a growing body of research indicating the positive effects of exposure to nature and the outdoors on student grades, learning, and mental health. Studies published in the ‘Frontiers in Psychology’ journal, the ‘International Journal of Environmental Research and Public Health’, University of Michigan and more have found that spending time in natural environments can improve attention spans and cognitive function, leading to better learning outcomes.

They have found that children who have access and exposure to green spaces and outdoor learning environments tend to perform better academically, with increased scores in standardised tests. Exposure to green spaces and natural environments positively correlated with higher academic achievement among students due to enhanced cognitive function and attention restoration - leading to increased productivity and focus. Outdoor education programs can boost students' problem-solving skills, creativity, language and critical thinking abilities. Physical surroundings and settings are an integral part of experience.

A meta-analysis published in "Environmental Science and Technology," found that exposure to natural environments is associated with reduced levels of stress, anxiety, and depression. Spending time outdoors and engaging in activities such as hiking or gardening can improve mood and overall psychological well-being. Outdoor experiences can lead to positive behavioural changes, including increased cooperation, empathy, teamwork, and pro-environmental attitudes among students.

These highlight the multifaceted benefits of integrating nature and outdoor experiences into education and daily life, underscoring the importance of access to green spaces for overall well-being and academic success.

Education philosopher John Dewey provides an emphasis on ‘experience’ as a fundamental factor to progressive education. This means all education has to be positive, ‘continuous’ and ‘interactive’ for a true impact - something which E.E offers. From primary level up to secondary schools, E.E has to be a continuous and embedded experience. For instance, by establishing kitchen gardens students learn what it takes to bring food from the farm to the table. Include them in establishing the garden, so that they may learn project management, team work and decision making. Integrate it with the mathematics so students measure the plant as it grows and create calculations.

‘Rewild’ open spaces by removing manicured lawns and concrete all together. Invite all kinds of birds and bees through native and wild plants. If the premises has limited space, vertical and rooftop gardens are an easy and effective alternative. Bring students into this setting to inspire them to write their essays, poetry, to hold meaningful conversations or even to meditate.

School architecture needs to be engineered to include natural light. This will ultimately also reduce high energy consumption bills – two birds with one stone. Ask students to explore the area around them and ascertain how different architecture might better suit their local climate. How can we cool and ventilate our buildings with minimum energy consumption? Simultaneously, ask them to notice how anthropogenic challenges are affecting school facilities, such as flooding.

The Talliores declaration of 1990 emphasises the role of higher education as the leading institution that enables society to make changes and sustainable decisions. That they in fact influence political participation and resolve. Studies have indicated that students exposed to environmental courses exhibited a positive relationship to environmental literacy. It was also indicated that these more environmentally literate individuals then rated environmental factors as the second most important factor to the political agenda of their party, when making voting decisions. These students also ranked their higher education to play a pivotal role in enhancing their environmental knowledge. Making integration of EE paramount at all levels.

It must be noted at this point, that the schools will not be the only institutions able to make this a ‘continuous’ process. That will only be possible as a symbiosis between schools, teachers and parents. The task at hand however is a tumultuous one where effective organization and structure of EE is crucial. This will make it an easy target for critics. Yet we must realise all processes undergo trial and error.

The objectives are to inculcate a sense of environmental/earth stewardship amongst the youth and grassroots of the country so that they can develop a change in attitude, think consciously, and develop solutions. This must be executed through a strong environmental message. The idea is to empower the students to undertake their own scientific methods while at the same time keeping them duly engaged. This is to effectively nurture a sense of curiosity as well as understanding.

By developing the necessary 21st century skills and expertise to address anthropogenic challenges, EE aims to foster a commitment to make informed decisions and take responsible actions.

Paulo Friere posits that the only way to relieve the oppressed from oppression is by allowing them, through some form of mediation, to realise they have in fact been oppressed and they can change this reality. In doing so, they must gain their critical consciousness and create their own pedagogy i.e. they must read and understand their own context/environment and construct their own learning.

Azal Zahir has a Masters degree in Environmental Education from New York University and is Founder of social enterprise Abadtak

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