Horti-tourism: A theoretical perspective on nature-based educational, therapeutic, and recreational horticultural tourism experiences

This study aims to systematically examine horti-tourism (garden tourism) by identifying the experiential dimensions of nature-based horticultural activities and discussing them within a conceptual framework grounded in Experiential Learning Theory, the Biophilia Hypothesis, Stress Recovery Theory, Attention Restoration Theory, Flow Theory, and sustainability principles. To this end, a structured, pragmatic, and replicable systematic literature review (SPAR-4-SLR) was conducted to identify horti-tourism activities, and propose a theory-based experiential model. In light of existing research and current findings, the study reveals that horticultural tourism activities generate multidimensional experiential outcomes. Theoretical evidence suggests that the horti-tourism experience comprises three interrelated dimensions: educational, therapeutic, and recreational, each offering distinctive benefits to participants. Horti-tourism integrates hands-on educational practices that facilitate learning about plant science, ecosystem management, and sustainability; therapeutic interactions with nature that help reduce stress and enhance psychological resilience; and recreational experiences that support meaningful time in natural environments through aesthetic engagement and socially driven participation. By offering a comprehensive conceptual evaluation of horticultural tourism within relevant theoretical and sustainability contexts, this study presents an original contribution to the literature.