Contact us to discuss how we can assist you to achieve your aims.

COOPERATION                               SUSTAINABILITY                             SOLUTIONS



We specialise in creating and implementing custom-made educational experiences.


We can choreograph our offerings to best suit your needs.


Combining practical experiential and classroom components for effectivity.


Opportunities to contribute to wider pro-environmental aspirations of external organisations in the region.



Ecopsychological rejuvenation is a key motivation:

i) participants gain first-hand experience of practical projects which are taking place and which are so necessary for ecological harmony and sustainability.

ii) participant’s involvement in the projects connects them to the natural world. This nurtures felt understanding of its intrinsic worth, whilst providing a range of invaluable personal benefits gained as a consequence of nature connection.

The hands-on practical component compliments the classroom (indoor or outdoor) component.



In the classroom-based component, participants explore the geographical, historical, sociological and economic reasons why the pro-environmental experience they are to be involved in is actually necessary in the first place.


This inquiry facilitates:

understanding of the ecological problems

comprehending the ways of being which have created the problems

solutions for remedying the problem and nurturing ecopsychological harmony


Key aspects of the classroom component:

Self-directed (student-centred) learning. This facilitates empowerment, creativity, initiative, confidence and leadership.

Participants are given the space to explore, cooperate in their groups and work together to achieve goals.

Utilising technology to research, gather and present their findings and ideas: a vital skill.

Collaborating to create multimedia (video, blog or magazine article) presentations which will be used to convey their findings and experiences to others.


Participants are provided clear guidance and assistance throughout, with constant encouragement provided to encourage the forging of meaningful relationships as well as focus and awareness.

Being involved in positive change at individual, community and ecological level provides tremendous morale and inspiration for those who participate in these projects.


Projects inspire the following:

Authenticity: projects bring participants in touch with the environments they live, and allow them to directly engage in regeneration of ecosystems.

Collaboration: between students, communities and the wider ecological community.

Leadership: projects are student-led and allow students to guide their own interactive experience, in the classroom and in the natural environments where the projects take place.

Awareness: projects nurture awareness of ecopsychological principles: that our actions have consequences upon the wider ecological community. Increased awareness is channeled into manifesting creative and vital solutions to remedy the detrimental side effects of ecological imbalance


Diego: “At first I didn’t know that this class was going to be like this, but I‚Äôm really glad I did it. When he [Mark] told us that our task was to go to an island where deforestation was a big problem, that we have¬†to plant trees and help the¬†people to bring back the¬†native forest, I was very¬†surprised and happy to be¬†part of this project; ¬†to feel¬†important for the first time.¬†No really, you’re doing¬†something for the¬†environment, maybe it‚Äôs¬†not something big, but at¬†least you’re helping the people that are there, that really care about the forest. Maybe its not a big project, but at least we‚Äôre doing something for the environment”

Johanna: ‚ÄúOur project class was a great experience! We could support the environment and at the same time we saw a little more of the country”

Diego: “I thought this class was only about going outside and learning about native¬†species of New Zealand, names and vocabulary and stuff like that. I didn’t know we were going to do ¬†something practical”


Martin: “In general we would say that the project was a total success. It was a great opportunity to gain lots and lots of experiences about the environment and the conservation programs in New Zealand. It was nice because it was a welcome diversion from our other classes because we were able to create something on our own and also had class outside of the classroom.

Anna: “We had a lot of fun during the preparation of our trip. Like every other project this one also improved our team-working skills that’s why our class become quite close. We think Mark really did increase our environmental awareness with this project. Probably some of us are going to do similar projects again in the future”


Nelson, New Zealand