This study examines changes in mood, attention, and experience during forest walking using tabi shoes, footwear designed to enhance tactile perception, and evaluates whether it leads to greater sensitivity to nature. In June 2023, 39 adults participated in forest walking while wearing their usual shoes or tabi shoes. Their changes in mood, attention, natural awareness, and the induction of tabi-specific experiences were evaluated. The results revealed that during the tabi-wearing walks, participants were divided into two groups: one in which negative moods (such as anxiety and tension) increased and the another in which they did not. Additionally, the way attention was directed and the motivations for experiencing tabi-specific sensations differed between the groups. These findings suggest that walking in tabi shoes may change natural awareness and enhance sensitivity to nature, indicating its potential applications in future nature-based activities.

  This study investigated the effectiveness and challenges of applying IoT technology in environmental education, targeting vocational college students majoring in information science. This educational practice, conducted via collaborative group work, featured real-time CO₂ data measurement, visualization, and analysis to provide a hands-on understanding of how environmental data is used socially. The outcomes were evaluated through a questionnaire survey based on four analytical perspectives. The analysis revealed that: (1) students with higher class satisfaction tended to have greater proficiency and comprehension; (2) students who perceived the course as difficult had insufficient understanding of the learning content; (3) students who felt their understanding improved showed an increased interest in environmental issues; and (4) students with a higher level of comprehension indicated a stronger motivation to engage in future environmental sensing and data analysis. These results suggest that IoT can serve as a valuable tool and method to support inquiry-based learning in environmental education. However, they also suggest that its effective implementation requires instructional design and operation that is responsive to learner characteristics and the educational context.

  Although disaster education in Japan has gained increasing emphasis in recent years, its practical implementation—particularly at the high school level—remains limited and fragmented. This study investigates the potential relationship between individuals’ effective attitudes toward nature and their Disaster Prevention and Risk Consciousness (DPRC), with a specific focus on whether such attitudes may function as psychological determinants of disaster-related behavioral intentions.

  A questionnaire survey was conducted with 524 respondents, comprising high school students, university students, and working adults. Attitudes towards nature were assessed using the Symbiotic Values with Nature Scale and the Feelings Toward Nature Scale, while DPRC were measured using the Scale for Disaster-Prevention Consciousness. Bayesian factor analysis was employed to evaluate the strength of evidence supporting the hypotheses. The analysis yielded substantial to decisive evidence supporting a positive association between effective attitudes towards nature and DPRC. Furthermore, participants with prior experience in disaster drills or educational programs demonstrated higher levels of DPRC. In contrast, no substantial differences in DPRC were observed with respect to gender identity or the completion of the newly mandated Geography curriculum.

  These findings suggest that effective engagement with nature may play a meaningful role in shaping disaster awareness. The results underscore the potential value of integrating environmental and emotional dimensions into disaster education. Further empirical research is warranted to examine whether changes in nature-related attitudes—cultivated through experiential programs—can independently enhance DPRC, even in the absence of explicit disaster-related instruction.

  This study investigated whether “attitudes toward nature” based on sensibility and emotion can serve as a determining factor that bridges the gap between consciousness and actual pro-environmental behavior within psychological models. Traditional models of behavior change assume that behavior is driven by rational decision-making based on knowledge and values; however, in reality, a gap between awareness and behavior is frequently observed. In this study, two types of nature-based experiential programs—the insect program and the plant program—were conducted as activities for elementary school students at the Sapporo Youth Lodge. The analysis focused on (1) whether there was any change in some behavioral intention, and (2) whether there was a correlation between “attitudes toward nature” and “pro-environmental behavior”. Paired t-tests, Bayesian factor analysis, and non-parametric tests found no significant change in behavioral intention, but found a moderate positive linear relationship between “attitudes towards nature” and “pro-environmental behavior” in the plant program, suggesting a relation between attitude and behavior even without changes in behavioral consciousness. These findings indicate that “attitudes toward nature”, shaped by sensibility and emotion—factors not accounted for in traditional rational models—may serve as key determinants of environmental behavior and highlight the need to reconsider existing psychological models of behavior in environmental education to include such affective factors.

  In the Anthropocene era, marked by rapid biodiversity loss and ecological degradation, environmental education must embrace innovative approaches that connect scientific knowledge with emotional and cultural engagement. This paper explores the Pokémon universe—a globally recognized media ecosystem—as a pedagogical framework for cultivating ecological literacy, empathy toward nature, and awareness of biodiversity. Although fictional, the world of Pokémon mirrors real-world ecological principles such as adaptation, coevolution, niche differentiation, and habitat diversity. Each species’ design and behavior reflect underlying biological concepts that can be used to spark curiosity and discussion among learners of all ages. Drawing upon the works of Rachel Carson, whose writings emphasized wonder as the foundation of ecological awareness, and E. O. Wilson, who articulated the concept of biophilia, this study examines how Pokémon can function as a “cultural ecology”—a bridge linking scientific understanding and emotional connection to the living world. Furthermore, it situates this discussion within recent scholarship on serious games, environmental humanities, and biodiversity communication, suggesting that popular media can serve as effective entry points for environmental dialogue. Through interdisciplinary analysis combining environmental education, media studies, and ecological science, this paper argues that the Pokémon universe can inspire new forms of environmental consciousness. By translating complex ecological relationships into accessible and emotionally engaging narratives, Pokémon not only reflects humanity’s fascination with life’s diversity but also provides a platform for reimagining our relationship with nature. Ultimately, the study proposes a model of “imaginative ecology,” where cultural creativity and scientific literacy coexist to nurture a sustainable and empathetic worldview. This interdisciplinary study connects manga aesthetics, evolutionary biology, and environmental thought, contributing to global discussions on the relationship between art, science, and life.