Concern for a diminished human experience of nature and subsequent decreased human well-being is addressed via a consideration of green infrastructure’s potential to facilitate unplanned or incidental nature experience. Incidental nature experience is conceptualized and illustrated in order to consider this seldom addressed aspect of human interaction with nature in green infrastructure planning. Special attention has been paid to the ability of incidental nature experience to redirect attention from a primary activity toward an unplanned focus (in this case, nature phenomena). The value of such experience for human well-being is considered. The role of green infrastructure to provide the opportunity for incidental nature experience may serve as a nudge or guide toward meaningful interaction. These ideas are explored using examples of green infrastructure design in two Nordic municipalities: Kristianstad, Sweden, and Copenhagen, Denmark. The outcome of the case study analysis coupled with the review of literature is a set of sample recommendations for how green infrastructure can be designed to support a range of incidental nature experiences with the potential to support human well-being.

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This paper explores and critically discusses a new concept with relevance to outdoor and environmental education: Ecological Restoration Education (ERE). The background of ERE is a recently launched project by the Swedish Anglers Association (SAA) called 'Skolbäcken' with an aim to teach children about fish and fish habitats, and how to protect and conserve both, through practical restoration activities. The project is a reaction to an awakening concern about children's reduced contact with and understanding of nature, both in the Scandinavian countries and elsewhere in the world. With a point of departure in this concern and project Skolbäcken, the paper explores the idea and practice of ERE, drawing from its conceptual roots; 'ecological restoration' and 'outdoor education'. Results show a concept that is both timely and relevant as it not only emphasizes the critique of the children-nature disconnect, but also contributes with strategies to meet the critique with solutions that are appreciated both by the children and their teachers. However, there are also important challenges, including concerns about normative education and the 'projectification' of ERE and how these factors may influence the short or long term success and potential continuation of ERE as a learning strategy in schools. Future needs in terms of further grounding of ERE are also discussed.

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