Aesthetic Appreciation and Environmental Values: A Cross-Cultural Study of Teachers in 34 Countries

Abstract

BackgroundThe relationship between aesthetic appreciation and environmental values remains a critical yet under-researched area in environmental psychology. Although the Two-Major Environmental Values (2-MEV) model--encompassing preservation and utilization dimensions--serves as a standard framework for assessing environmental attitudes, the integration of aesthetic perception within this structure has largely remained unexplored. This study investigates the conceptual linkages across a diverse international sample to determine whether aesthetic appreciation functions independently of a traditional environmental value framework. Methods and FindingsWe conducted a large-scale, cross-sectional survey involving 11,800 pre- and in-service teachers across 34 countries. Participants environmental values were evaluated using the 2-MEV scale, while their aesthetic appreciation of nature and the built environment was assessed using Osgoods semantic differential technique. Employing principal component analysis, hierarchical exploratory factor analysis (EFA), analysis of variance (ANOVA), and within-class analysis (WCA), we accounted for cross-national variations and evaluated response consistency. The results demonstrate that aesthetic appreciation comprises two distinct dimensions-- focusing separately on nature and the built environment--that operate independently of traditional preservation and utilization values, showing only weak correlations. Furthermore, while the overarching psychological structure remains consistent globally, our findings reveal significant cross-national variations in respondent scores, particularly concerning utilization-related values. ConclusionsThese findings establish that aesthetic appreciation constitutes a distinct psychological construct separate from conventional environmental value frameworks. The observed cross-cultural variability underscores the necessity of accounting for national and cultural contexts when designing environmental education programs. By leveraging a robust, comprehensive global dataset, this study provides a vital empirical foundation for integrating aesthetic and value-based dimensions into future environmental research and educational policy.