Continuing our idea (Int. J. Geom. Methods Mod. Phys.) of extending some aspects of Onsager (Phys Rev 65:117–149, 1944) crystal statistics to three dimensions taking into account binary and ternary crystal structures in connection with fractals and chaos related to Ising–Onsager–Zhang lattices, we (1) use the Galois extension structure of the nonion algebra, (2) analyze ternary and binary structures of \({{\mathfrak {su}}}(3)\) as well as (3) analyze the identification of the construction of the collection of two ternaries with the collection of three binaries, (4) observe that the approach is applicable to quarks and elementary particles including introduction of colors and, finally, (5) suggest an analysis of three quaternaries vs. four ternaries, involving duodevicenion and/or quindenion algebra.

The integration of environmental education into sustainable development is essential for preparing future generations to understand and value ecosystems. This exploratory study examines the short-term effectiveness of two pedagogical approaches—traditional classroom lectures and field workshops with a game-based format—in enhancing adolescents’ awareness of ecosystem services, with emphasis on intangible cultural values. The intervention involved 150 sixth- and seventh-grade students from two schools in Lublin, Poland. The control group attended a lecture, while the experimental group engaged in a six-hour outdoor lesson including a 90 min workshop in the semi-natural green area of Górki Czechowskie. Data were collected using a structured questionnaire and analyzed with t-tests, ANOVA, regression, and Principal Component Analysis (PCA). Both methods improved knowledge, but workshops significantly enhanced place-based awareness (p = 0.017) and showing a statistical trend on recognition of intangible values (p = 0.063). Cluster analysis identified learner profiles: Absorbers (low baseline knowledge, strong relative gains), Narrators (high-achieving girls with improved recognition of intangible services), Eco-Masters (high baseline, limited gains), and Nature Lovers (frequent contact with nature, modest improvement). Notably, low-achieving boys also benefited substantially from experiential activities. These results highlight the value of experiential, narrative-driven education in fostering both cognitive understanding and value-based environmental awareness. Tailoring strategies to learner diversity and preserving semi-natural urban green areas as “living laboratories” are crucial for effective sustainability education. As this research was based on a single-session intervention, the findings should be interpreted as indicative rather than generalizable, offering a preliminary insight into how experiential formats can enhance environmental awareness among adolescents.