Abstract

The article identifies the interactive contribution of cognitive and affective involvement in encouraging sustainable behaviors in forest recreation. Thinking and problem solving are processes that occur in the mind, and they are referred to as cognitive engagement. Emotional attachments and stimulation are processes through which the mind is referred to as affective. The two are fundamental in the long-term behavioural transformation, especially in the context of sustainability. Gamified simulations, interactive learning activities and hands-on workshop designs were tailored to stimulate visitor interaction through forest tours. The Engagement Effectiveness Index (EEI) and the Behaviour Adoption Ratio (BAR) are two quantitative indicators that were used to determine success in the support of sustainable practices. The conceptual model believes that engagement results in ecological outcomes, and the levels of participation are connected to behavioural ones, including waste reduction, following trails, and taking part in conservation. Results showed that an increase in the engagement scores resulted in high levels of ecological changes, such as a 32 % waste reduction and 92% trail compliance. Improved methods of learning that enhanced pro-environmental behaviour were experiential and practical learning methods, which were better than the traditional methods of passive learning. The paper will come to a conclusion that the processes of cultivation of sustainable recreation behaviours should be based on intellectual and emotional engagement. Educational methods that are interactive and emotionally involving are therefore very crucial in the formation of responsible recreation habits in forestry environments. In future endeavours, integrative approaches like these should be given priority, and their assessment should be done over extended time intervals to determine the sustainability of the impacts.