Greenspaces are integral components of communities and provide numerous benefits. However, human development threatens these spaces, particularly in communities of color where histories of racial injustice persist and environmental vulnerabilities remain. A step towards preventing the loss of important cultural greenspaces is documenting knowledge and experience. This research employed community-based participatory techniques to study the relationship between the landscape and African-Canadian communities around Preston, Nova Scotia, the oldest and largest in Canada. Community-directed meetings created collaborative-based knowledge about perceptions surrounding land use change while identifying valued greenspaces. This paper studies the relationships between the community’s greenspaces and the benefits to psychological, social, and physical aspects of human wellbeing. This relationship is operationalized through the use of a public participation geographic information system (PPGIS), SoftGIS, which activates the greenspace–human wellbeing relationship through interaction and its map-based survey data collection. Results indicate residents predominately visited greenspaces near a church or community center for social wellbeing benefits to interact with neighbors and friends, to cookout, or to bring children outside. This research contributes to a greater understanding of the Preston area’s greenspace identification and qualification, resident behavior, and cultural perspectives to inform strategies and goals for engaging government agencies surrounding policy and land use planning. This research illustrates frameworks for improving building capacity and promoting racial equity within the urbanization process in other communities.

The relationship between urban greenspaces and the benefits to psychological, social, and physical aspects of human wellbeing are important to study, particularly in rapidly urbanizing areas and underrepresented communities. This interaction was theorized, analyzed, and measured in this paper through the transactional paradigm and operationalized through the use of a volunteer geographic information questionnaire, SoftGIS, which activated the urban greenspace–human wellbeing interaction through its map-based data collection. Over 450 unique place-based relationships were statistically analyzed within the Greater Glasgow Urban Region of Paisley, Scotland, a vulnerable community. This study revealed that multiple components of human wellbeing are supported through interactions with urban greenspaces. The Paisley region’s respondents visited greenspaces, generally, and most often to receive psychological benefits such as reduction of stress and mental relaxation through interactions which included sitting and relaxing in quiet spaces, enjoying natural surroundings, and viewing nature and wildlife. The physical and social wellbeing benefits were not as frequent in these urban greenspace interactions but were distinctly present. The results imply pathways towards management and multifunctional greenspace design responses in urbanizing regions and indicate strategies for public policy, human health, and urban planning, which deliver wellbeing benefits to communities.

This article reviews a study into the relationships between greenspaces and the benefits to psychological, social, and physical aspects of human wellbeing achieved through interaction in the Helsinki urban region in Finland. This relationship is theorized, analyzed, and measured through the transactional paradigm of affordance theory and is operationalized through the use of a public participation geographic information system (PPGIS) questionnaire, SoftGIS, which activated the urban greenspace–human wellbeing interaction through its map-based data collection. Over 1800 unique place–based relationships were statistically analyzed. Findings revealed that Helsinki’s greenspaces provided, overall, mostly physical and social wellbeing benefits; the psychological benefits such as reduction in stress and mental relaxation were not as frequent in these urban greenspace interactions. The results indicate multiple aspects of human wellbeing are supported by interaction with urban greenspaces of varying characteristics within the region but the urban greenspaces which provided the most human wellbeing benefits included large size, woodland typology, moderately maintained with loose or ‘wild’ vegetation, and few amenities such as benches and structures. The study’s implications include urban planning, public policy, and human health as well as insight into the multifunctional design and strategic management of greenspaces in urbanizing regions to provide continued and improved ecosystem services and benefits to humans and nature.

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Site visits are a key pedagogical tool within natural science and geographical education.  Site visits provide an interactive experience to enable learning through the exposure to a real-world spatio-temporal environment. COVID-19 restrictions required the development of a virtual site visit for a landscape ecology course in North America. In this study, a series of digital tools were coordinated to deliver site visit information focusing on multi-sensory, multi-scalar, and multi-media information based on Kolb’s experiential learning model, particularly Step 1, the concrete experience. This research explored student’s perceptions and opinions of the digital tools provided to complete their ecological restoration management assignment and their effectiveness and usability.  4th year natural resource and environmental science students (n=52) reported predominately positive attitudes towards the use of the virtual site visit. Though students did not prefer the virtual site visit over a physical site visit, they noted that the virtual site visit digital tools did provide the same information as a site visit and that they felt they were able to understand all aspects of the physical site through the virtual site visit tools provided, particularly through the digital photographs and the 360-degree virtual reality imagery. Successful student assignments illustrated experiential learning outcomes were met.