Summary

This case study is about an educational marketing activity that took place in nature. It is an example of a creative and inclusive approach to active learning, designed to provide students with a unique experience through experiential and multi-sensory tasks. This activity was developed to help MBA students on a Marketing Management module to explore innovative concepts outside the conventional classroom setting. By immersing students in a natural environment disconnected from digital distractions and engaging them in some basic mindfulness techniques, students were asked to develop marketing concepts inspired by nature. Students reported heightened awareness and focus and were inspired by principles of nature when developing creative ideas for completing the assignment. As an adaptable, low-cost approach to active learning, this activity aligns with important pedagogical principles and sustainability priorities, making it relevant for educators across various higher education disciplines.

The activity design and pedagogical foundations

This ‘Nature Activity’ was designed to engage students in a purposeful, multi-sensory learning experience that connects marketing concepts with nature. Conducted in a wooded area nearby the main building of the University of Sussex Business School (see figure 1), this activity required students to disconnect from digital devices such as smartphones and smart watches, practicing mindfulness and focusing entirely on their natural surroundings. Once ‘in the zone’, students could choose from three marketing tasks that involved using nature as inspiration. Specifically, and for the organisation they had chosen for the main assignment of this module, students could either create an eco-friendly or more sustainable version of an existing product, develop a brand story inspired by nature, or develop a nature-inspired experiential marketing campaign. This approach is consistent with the definition of active learning developed by Prince (2004), who states that ‘active learning is an instructional method that engages students in the learning process, requiring them to do meaningful learning activities and think about what they are doing.’

Each student worked individually, and they were asked to focus on their breathing and engage their senses fully by observing, listening, smelling, and feeling their woodland surroundings. They did this by, for example, picking up a leaf and studying it in detail, picking up a stick and conscientiously  smelling it, or intently listening to the various bird songs (see figure 2). The goal was to help students enter a ‘free mental space’, liberated from digital distractions, where they could better concentrate on generating creative marketing ideas. By linking such mindfulness activities in a woodland setting with marketing concepts, the activity encouraged students to be creative and consider sustainability and impact on the natural environment. Although on the day the weather was kind, students were advised to bring practical items like notebooks, water, and weather-appropriate clothing to ensure their comfort and safety. For those who preferred not to venture outside or into the woodlands, an option to complete the task in or near the school building was offered. The session concluded with a discussion reflecting on the individual experiences.

The decision to develop a nature-based activity was based first and foremost on my own interest and experience of learning in nature. Having practiced mindfulness in nature, I experienced first-hand the inspirational and creative effects. This activity embodies experiential learning principles (Kolb & Kolb, 2005) by immersing students in an outdoor woodland environment where they actively apply marketing concepts in an unfamiliar yet real-world setting. Research by Williams (2017) highlights the psychological and cognitive benefits of exposure to nature, suggesting that time spent outdoors can enhance mental well-being and creativity. Furthermore, listening to nature sounds restores attention (Gould van Praag et al., 2017), whilst Kerr and Maze (2019) promote looking up and out on nature because of the range of neurological benefits it has. Therefore, in the context of marketing, where innovation and originality are highly valued, nature provides a conducive environment for students to think beyond conventional ideas and actively engage in more innovative problem-solving.

Mindfulness was an important preparatory component of the activity, aligning with insights from Kabat-Zinn’s (1994) work on mindfulness as a practice that supports mental clarity and self-awareness. Furthermore, an abdominal breathing exercise increases alertness and reduces symptoms of anxiety and confusion (Zaccaro et al., 2018). By disconnecting from digital devices, students could centre their attention on the present moment and their immediate environment, helping them tap into deeper levels of creativity and reflection. The integration of mindfulness not only enhanced students’ concentration but also facilitated a mental reset, enabling them to approach the marketing task with a clear and open mindset. This emphasis on digital disconnection is supported by the work of Twenge (2017), who highlights the impact of constant connectivity on students’ well-being, suggesting that structured periods of digital detachment can improve focus and mental clarity. For the MBA students and the task they were set, this mindful engagement with nature was particularly beneficial, fostering the cognitive flexibility needed to create eco-friendly products, brand stories, and campaigns inspired by nature.

Student feedback

Feedback from students was very positive – describing the experience as refreshing and invigorating. Students noted that the change of environment, combined with the requirement to disconnect digitally, helped them concentrate more fully on the task. Some students reported a sense of calm that allowed them to approach the marketing challenge with greater creativity and insight. While some initially found the outdoor environment unconventional, they appreciated the break from the usual classroom setting. Many students expressed that the breathing exercise and the sensory engagement through mindfulness, combined with the marketing activity, enhanced their learning experience. This feedback aligns with findings in active learning research, such as the research review by Prince (2004), who found that hands-on and problem-solving tasks increase student engagement and knowledge retention.

However, not all students felt immediately comfortable in the natural environment; a few expressed some discomfort due to the unfamiliar setting and mindfulness exercise. These mixed reactions highlight a common challenge in outdoor learning, as some students may take time to adjust to non-traditional educational settings. Yet, this challenge also underlines the value of outdoor learning as a stimulating departure from routine classroom-based settings. As Quay and Seaman (2015) note, sensory engagement with an environment can enrich the learning process by connecting students more deeply with the material; this was evident in students’ reflections on the activity afterwards.

This nature-based activity demonstrates a practical application of active learning by requiring students to engage with marketing concepts in a sensory-rich outdoor setting and after practicing some elementary mindfulness exercises. This environment allowed students to develop marketing ideas in a way that classroom-based learning alone may not facilitate. Engaging multiple senses facilitated connections between the natural environment and their marketing tasks, reflecting research by Kaufman and Gregoire (2015). They argue that creativity thrives when individuals practice mindfulness and connect with new environments. The multi-sensory stimulation provided by the woodlands complemented the cognitive demands of the marketing task, encouraging a mindset that allows students to develop innovative and authentic ideas.

The need for inclusivity

Inclusivity was considered in designing this nature-based activity, as the goal was to create an experience accessible to all students. Offering the option to remain in or near the Business School building allowed students with mobility challenges or discomfort with outdoor settings to participate, avoiding or limiting the feeling of being excluded. As this activity emphasises sensory engagement, modifications like allowing students to complete the task in pairs or providing additional instructions on mindfulness techniques could help those with sensory sensitivities participate comfortably.

A nature-based activity of this type facilitates a sustainable approach as it requires minimal resources and can be easily replicated. By conducting the activity in a nearby wooded area, the educator needed only basic resources to implement the task, making it a low-cost and accessible option, and modest time commitment for preparation. Research on ecotherapy by Jordan and Hinds (2016) suggests that nature-based experiences not only benefit mental well-being but are also self-sustaining due to their reliance on natural spaces rather than specialized materials or buildings. The adaptable nature of this activity also supports its longevity; it can be conducted in various outdoor locations, including urban parks or gardens, and modified to suit different class sizes or educational settings. Moreover, the mindful and sensory focus of the activity aligns with the principles of social-emotional learning (SEL), as discussed by Durlak et al. (2011), who found that SEL activities improve student engagement and academic performance over time. As a result, this activity model holds potential for lasting impact as a versatile and sustainable educational practice.

Transferability to other disciplines

A nature-based learning activity has strong potential for transferability across disciplines beyond marketing. For example, psychology students could use a similar activity to study the cognitive benefits of nature-based mindfulness, while environmental science students could observe ecosystems firsthand and develop conservation ideas inspired by their findings. This interdisciplinary applicability aligns with Sobel’s advocacy for place-based education, which connects learning with real-world settings to make it more relevant and memorable (Sobel, 2004). Place-based education fosters a deeper appreciation for the natural environment, making it an excellent approach for fostering sustainability-focused learning in various fields. For educators interested in implementing this model without direct access to woodlands, alternative options could include using green spaces on campus or nearby urban parks and public gardens to facilitate sensory engagement with nature. Indoor adaptations could also be made to retain the sensory elements of the activity, such as incorporating plants or using nature soundscapes to simulate the outdoor experience.

Weather and the need for a ‘plan B’

The design of the activity should also address potential challenges, particularly concerning adverse weather or accessibility issues. Contingency plans ensure that students have alternatives if the outdoor setting becomes unsuitable, maintaining the activity’s accessibility and appeal. Providing students with clear options for indoor engagement helps educators make this active learning model adaptable and inclusive for various student groups. Such flexibility ensures that all students can participate fully, regardless of physical ability or comfort with the outdoors, reinforcing the activity’s inclusivity and sustainability.

Key takeaways

In summary, this nature-based activity demonstrates how active learning principles can be applied through a sustainable, inclusive, and multi-sensory approach to education. By engaging students in mindfulness (digitally disconnected) and creativity through a real-world marketing challenge, the activity fosters critical skills relevant to marketing and beyond. This model has proven effective in helping students connect marketing concepts with environmental mindfulness, equipping them with valuable tools for innovative thinking. Key takeaways from this activity include:

1. Nature facilitates mindfulness and enhances creativity: engaging students with nature helps foster creativity, focus, and well-being, making it a valuable tool in active learning.
2. Inclusivity through adaptability: flexible options, such as allowing indoor participation, ensure that all students can benefit from this experiential approach.
3. Sustainable and versatile: this activity model requires minimal resources, making it adaptable across disciplines and settings, supporting its longevity as an educational practice.

References

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K.B. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82, 405-432. https://doi.org/10.1111/j.1467-8624.2010.01564.x

Gould van Praag, G., Cassandra, D., Garfinkel, S., Sparasci, O., Mees, A., Philippides, A., Ware, M., Ottaviani, C., & Critchley, H. (2017). Mind-wandering and alterations to default mode network connectivity when listening to naturalistic versus artificial sounds. Scientific Reports 7. https://doi.org/10.1038/srep45273

Jordan, M., & Hinds, J. (2016). Ecotherapy: Theory, Research and Practice. Bloomsbury.

Kabat-Zinn, J. (1994). Wherever You Go, There You Are: Mindfulness Meditation in Everyday Life. Hachette.

Kaufman, S. B., & Gregoire, C. (2015). Wired to Create: Unravelling the Mysteries of the Creative Mind. Perigee, Penguin Random House.

Kerr, F., & Maze, L. (2019). The art & science of looking up: Transforming our brains, bodies, relationships and experience of the world by the simple act of looking up. https://www.lookup.org.au/report/

Kolb, A. Y., & Kolb, D. A. (2005). Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education. Academy of Management Learning & Education, 4(2), 193-212. https://doi.org/10.5465/amle.2005.17268566

Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93(3), 223-231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x

Humberstone, B., Prince, H., & Henderson, K. A. (2015). Routledge International Handbook of Outdoor Studies (1st ed.). Routledge.

Sobel, D. (2004). Place-Based Education: Connecting Classrooms and Communities. The Orion Society.

Quay, J., Brown, M., & Seaman, J. (2017). The Evolution of Experiential Learning Theory: Tracing Lines of Research in the JEE. Journal of Experiential Education, 40(4), NP1–NP21

Twenge J. M. (2017). iGen: Why today’s super-connected kids are growing up less rebellious, more tolerant, less happy — and completely unprepared for adulthood – and what that means for the rest of us. Atria Books.

Williams, F. (2017). The Nature Fix: Why Nature Makes Us Happier, Healthier, and More Creative. W. W. Norton.

Zaccaro A., Piarulli A., Laurino M., Garbella E., Menicucci D., Neri B., & Gemignani A. (2018). How breath-control can change your life: A systemic review of psycho-physiological correlates of slow breathing. Frontiers in Human Neuroscience, 12(353). https://doi.org/10.3389/fnhum.2018.00353

About the author

Dr. René Moolenaar is an Associate Professor at the University of Sussex Business School and an Adjunct Associate Professor of the University of Queensland. He is also a Non-Executive Director and Board Advisor.

r.moolenaar@sussex.ac.uk