Accessibility Evaluation and Educational Implications for Ecological Civilization Education Fields: A Case Study of the Tibet Autonomous Region, China

Ecological civilization education has become an important component of environmental education and sustainable development strategies in China. Field-based learning in real ecological environments is essential for helping students understand ecological processes and human–environment relationships. However, limited attention has been paid to whether schools can spatially access ecological learning sites within feasible travel-time ranges, especially in plateau and mountainous regions where transportation constraints are strong. From the perspective of ecosystem service flow, forest parks can be regarded as supply sites of ecological learning services, secondary schools as demand sites, and road networks as the pathways through which such services are transformed into actual educational opportunities. To address this gap, this study evaluates the accessibility of forest-park-based ecological learning resources for secondary schools in the Tibet Autonomous Region, China. Taking 11 national forest parks and 137 secondary schools as research objects, a network-based travel-time model was constructed using road network data, and 1 h, 3 h, and 6 h service areas were generated to assess forest park service capacity and school accessibility. The results show that forest park educational service capacity is highly uneven. Nimu, Jiedexiu, and Caina Forest Parks have the highest service capacity, each covering more than 60 secondary schools within 6 h, while nearly half of the parks show relatively limited coverage. School accessibility also presents a clear core–periphery pattern, with high-accessibility schools concentrated around Lhasa and nearby transport corridors, whereas many schools in western and northern Tibet remain outside the 6 h service range. Based on the accessibility levels, differentiated field education strategies are proposed, including short field observation, one-day field trips, cross-regional fieldwork, and virtual or school-based alternatives. This study provides a spatial analytical framework for understanding the flow of ecological learning services from forest parks to schools and offers evidence for optimizing geography field education and improving equitable access to ecological civilization education in mountainous regions.