Ecological education is increasingly being recognized as a key mechanism for fostering environmental awareness, pro−environmental attitudes, and sustainable lifestyles, while direct contact with natural environments plays a critical role in supporting human health and well−being. Forest bathing (shinrin−yoku), combining physical activity, mindfulness, and immersive nature experience, has gained growing scientific attention as a health−promoting practice. However, despite a rapidly expanding body of literature, the integrated relationship between ecological education, forest bathing, and human well−being remains insufficiently systematized and conceptually fragmented. The aim of this review article is to critically examine and synthesize open−access scientific literature addressing the synergy between ecological education, forest bathing, green spaces, and human health, with particular emphasis on identifying dominant research themes, mechanisms of impact, and existing research gaps. The study seeks to answer five research questions focusing on educational mechanisms, health outcomes, the role of physical activity in natural environments, the function of urban green spaces, and gaps in interdisciplinary research. The study is based on exploratory scoping of peer−reviewed, English−language, open−access publications indexed in the Scopus and Web of Science databases. No temporal restrictions were applied. Following a multi−stage selection procedure, including title, abstract, and full−text screening, and supplemented by a snowball search technique, 45 scientific publications published between 2014 and 2025 were included in the final analysis. The reviewed material represents diverse geographical contexts and disciplinary perspectives, including environmental education, forestry, public health, psychology, pedagogy, and urban planning. The results indicate that ecological education implemented in natural environments, particularly when combined with forest bathing practices, contributes positively to mental health, physical well−being, cognitive functioning, and environmental awareness. Urban green spaces and forests emerge as crucial settings for integrated educational and health−oriented interventions, especially in the context of increasing urbanization and climate−related challenges. However, the review reveals substantial limitations in the existing literature, including a predominance of short−term studies, methodological heterogeneity, and a scarcity of empirical research examining long−term behavioural and attitudinal outcomes. The findings highlight the need for further interdisciplinary research employing coherent theoretical frameworks, standardized methodologies, and long−term empirical designs. Future studies should prioritize objective psychometric and physiological measures as well as the development of innovative educational models that integrate ecological education and forest−based experiences to support both human well−being and environmental sustainability.

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