experiential learning

Background: Despite advancements in environmental policies and education, many individuals remain disconnected from nature, leading to ecological neglect and unsustainable behaviors. Aims: This study explores the institutionalization of environmental intelligence in education, emphasizing an Iranian perspective within the context of globalization. It argues for an educational paradigm that integrates traditional ecological wisdom with contemporary learning models, fostering a holistic, experiential, and culturally grounded approach. Methodology: Using literature synthesis and philosophical interpretation, this research draws on the spiritual and ethical teachings of Attar and Rumi alongside modern educational theories, including experiential, interdisciplinary, and quantum education. Discussion: The study examines how globalization and urbanization have reshaped traditional environmental perceptions, particularly in Iranian culture, where mountains once held deep ecological and cultural significance but have become overlooked in modern urban life. Additionally, it investigates the role of global communication and virtual education in shaping environmental consciousness. Rather than proposing a replacement for existing environmental education, this study introduces a complementary framework that blends Iranian philosophical heritage, contemporary pedagogy, and digital learning. By fostering spiritual, ethical, and ecological awareness, this paradigm encourages a collective, participatory approach to sustainability. Conclusions: It envisions an education system where cultural wisdom and modern innovation work together to cultivate deep, empathetic connections between people and the environment.

This study investigates the developmental outcomes of Van Life as an emerging form of child-centered tourism in Iran. Van Life, defined as short-term, vehicle-based travel involving family participation and nature immersion, offers educational and emotional benefits for children. Despite its growing global appeal, this model remains largely unexamined in the Iranian context. Using a qualitative, exploratory-descriptive design, the study collected data from 15 families and 25 children aged 6–12 years who had engaged in Van Life-style travel. Data were gathered through semi-structured interviews, participant observation, and children’s drawings and were analyzed thematically. The findings indicate that Van Life positively contributes to children’s development in four domains: emotional (increased self-confidence and emotional regulation), cognitive (hands-on problem-solving and nature-based learning), social (strengthened family bonds and cultural openness), and environmental (awareness of sustainability and responsible behavior). Nonetheless, key barriers were identified, including inadequate infrastructure, cultural conservatism, and limited parental preparedness to support experiential learning during the travel. The study concludes that Van Life holds potential as a sustainable, inclusive, and educational tourism model for families in Iran. To address these limitations, this study recommends promoting environmental education, expanding support services, and designing policies that recognize the developmental value of child-centered tourism experiences.