Enhancing Nature-Related Educational Ecosystem Services in Urban Green Spaces Using Multi-Source Data: Evidence from Central Shanghai

Abstract

Urban green spaces (UGSs) are vital for delivering nature-related educational ecosystem services (NREES), yet the potential of both structural and non-structural green elements remains underexplored in dense urban contexts. This study employs multi-source data—including crowdsourced plant identification, land cover, functional zoning, and accessibility metrics—to assess and enhance NREES in central Shanghai, China. By integrating kernel density estimation, negative binomial regression, and geographically weighted regression, this study reveals that ornamental traits (e.g., flowering, foliage, plant form) and sensory attributes (e.g., aromatic plants) significantly boost NREES, particularly when cultivated species are used. Notably, non-structural green elements such as roadside greenery and pocket parks, together with high green coverage, accessibility, and residential settings, are strongly associated with higher NREES provision. This study recommends context-sensitive planting, habitat quality improvement, and public science education, especially in underutilized and non-structural green spaces, to fully realize their educational potential. These insights inform urban forestry planning and ecosystem service management, fostering stronger human–nature connections and sustainable urban development.

Keywords: Natural education, Educational ecosystem services, Urban green spaces, Non-structural green elements, Multi-source data, Urban forestry, Citizen science