Year: 2025
Type: article
Abstract: ABSTRACT This study explores the integration of nature‐based education (NBE) into educational frameworks aimed at green and low‐carbon development. Although interest in NBE is increasing, research on its alignment with the country's climate goals, especially in relation to curriculum development and pedagogical strategies, remains limited. To address this gap, a comprehensive literature review was conducted, drawing on studies from databases such as Web of Science, Scopus, and CNKI. Keywords including “nature‐based education,” “experiential learning,” “place‐based education,” “biophilic design,” and “ecological civilization” were used to ensure broad coverage of relevant research. The selected studies were categorized and analyzed to evaluate the applications, findings, and challenges of NBE across various theoretical frameworks. The efficacy of nature schools in enhancing sustainability education and carbon literacy was also assessed. These schools employ place‐based, immersive, and multidisciplinary methods to engage students in practical experiences that deepen their understanding of carbon cycles and sustainable behaviors. The findings demonstrate that NBE curricula significantly improve environmental awareness and foster student participation in carbon reduction initiatives, thereby contributing to national climate goals. However, barriers such as inadequate teacher training, limited financial resources, and inflexible curricula hinder broader implementation. This review underscores the vital role of education in meeting green and low‐carbon development objectives and calls for policy reforms to support the development of future sustainability elites.
Source: Integrative Conservation
DOI: 10.1002/inc3.70015
Institution: Beijing Normal University
Language: English
Subfield: Management, Monitoring, Policy and Law
Field: Environmental Science
Domain: Physical Sciences
Open Access status: hybrid
Estimated APC paid:
Award: G7621672129
OpenAlex ID: W4410104315