This study was conducted to examine the possibility of constructing a resilient sustainable society through community development education emphasizing the forest-river-ocean nexus, using an adaptive cycle model to evaluate resilience. For this study, the development process of community development education emphasizing a forest-river-ocean nexus was divided into five phases based on the “theory of particularly addressing the object of exploration.” The contents of the engagements and outcomes of the five phases were organized.

  Application of each phase to the adaptive cycle model revealed that "reorganization" and "re-recognition" of the nexuses including people and people, and people and forests, rivers and oceans were achieved. These results revealed development in an interrelated way. In such developments, educators themselves acted under universal values, produced a sense of self-efficacy, and enhanced the skills, human relations networks and interactive trust. These corresponded to relatedness, competence and autonomy related to self-determination theory. This is probably a state in which intrinsic motivation and creativity are stimulated.

  In the fifth phase, the lives of people were supported by food derived from the spatiotemporal forest-river-ocean nexus. We recognized the value of that support as the Food Intrinsic Value (FIV).

  Deepening the recognition and understanding of FIV through the practice of community development education emphasizing the forest-river-ocean nexus will affect creativity, skills, human relations networks, and interactive trust throughout the watershed region, leading to the creation of a resilient sustainable society.

  In this study, based on the questionnaire survey conducted in Shiga prefecture in 2015, the payment card question modes of contingent valuation method (CVM) was employed to quantify taxpayer’s willingness to pay (WTP) for nature experience study program in school education. As payment vehicle, tax reallocation of budget was employed. The results of the Tobit estimation procedure indicate that WTP was affected by the function of subject of chance provide for the study and place for the study. Place of respondents had no relation to WTP. This highlight the importance of leading rule of regional government to develop nature experience study program in school education as a way to increase formative ability of human relations of pupils.

  We developed a card game called “My Nature” to foster learning about biodiversity. This game simulates one of the issues concerning biodiversity; namely, various human activities that lead to reducing native species and increasing non-native species. In our study, we had second- and third-grade elementary students play the game. The contents of this educational program included (1) a lecture on the issue of non-native species and the meaning of biodiversity, (2) playing the card game, (3) a discussion or writing about what the children had learned or understood, and (4) homework on conceptualizing a new card that suggests an action to preserve native species. The educational effects were as follows. (1) Students enjoyed the game and integrated their game experiences with practical concerns. (2) Students understood the relationship between biodiversity and humans, recognized humans’ responsibilities towards biodiversity, and became motivated to conserve biodiversity. (3) Students who conceptualized new cards had the opportunity to observe nearby nature, think about the relationship between the issues concerning biodiversity and their daily lives, and to find solutions to the issues concerning biodiversity themselves. However, the educational effects were not necessarily observed among all of the students, and therefore, we must improve the educational curriculum.

  To elucidate how school teachers evaluate environmental education class activities supported by people/experts/groups in the community, in August 2015, we conducted a questionnaire-based survey at primary schools participating in a UNESCO associated school project in Japan. We delivered questionnaires to 233 primary schools, of which 105 provided valid responses (response rate: 45%). The results indicate that most of the schools underwent environmental education class activities supported by people/experts/groups in the community. These activities were conducted within the classes of the Period for Integrated Studies, Living Environment Studies, Social Studies, and Science. The responses indicate that many teachers consider these activities supported by people/experts/groups in the community resulted in positive student learning outcomes, including environmental awareness, knowledge, and attitude. In addition, many teachers indicated that the teachers, themselves, acquired more knowledge about the community environment and became more sensitive to their communities. They also responded that they will actively conduct such activities in the future. A logistic regression analysis was conducted to examine the explanatory variables responsible for the intention to promote environmental education class activities supported by the community. Two explanatory variables were selected from the analysis: “teachers’ sensitivity toward the community increased through these activities,” and “teachers’ recognition that class activities supported by people/experts/groups in the community have good effects on education.” Additional logistic regression analysis was conducted to select explanatory variables responsible for “teachers’ recognition that class activities supported by people/experts/groups in the community have good effects on education.” As an explanatory variable, “development of students’ environmental awareness/interest through class activities supported by people/experts/groups in the community” was selected.

  The purpose of this study was to obtain proposals for the improvement of shitti kyoiku (wetlands education) in Japan. Although many educational programs for water sites, including rice fields, rivers, wetlands, and oceans exist individually, little study has been done to construct a systemization of education about water in a general framework. Therefore, it is important to create such educational programs in order to develop human resources for the effective conservation of wetlands in Japan; this viewpoint is discussed using a case study of wetlands education in the U.S. In this study, we reviewed two cases of an educational package program with a focus on environmental education, namely “Junior Duck Stamp Conservation and Design Program” and “WOW! The Wonders Of Wetlands.” Data were collected from one staff member, the Education Specialist at the Clark River National Wildlife Refuge, using an interview. Furthermore, we sent out questionnaires using Survey Monkey to eleven volunteers who are involved in wetland educational practices at the refuge. We collected all data and analyzed them to understand wetlands education. In line with the survey results, this paper concludes that to enhance educational practices for the conservation of wetlands, shitti kyoiku would require the consideration of the usefulness of wetlands education as a tool corresponding to wetland conservation.