Bridging digital and natural worlds: Nature-based learning for enhancing creativity, socio-emotional development, and environmental stewardship in Malaysian preschools

Abstract

This study investigated how Malaysian preschool teachers implement nature-based learning (NBL) to foster children’s creativity, socio-emotional development, and environmental stewardship. Guided by Education for Sustainable Development (ESD) and Sustainable Development Goals (SDG 3: Good Health and Well-Being; SDG 4: Quality Education), the research adopted a qualitative approach using thematic analysis to identify key patterns and themes, especially in examining teachers’ implementation of nature-based learning. Data were gathered through semi-structured interviews, classroom observations, and curriculum document analysis, involving 18 teachers, one preschool officer, and three supervisors from Malaysian public and private preschools. Findings revealed teachers’ creative use of natural materials and outdoor environments across nine modalities, supporting holistic development and environmental awareness. Despite resource limitations, teachers displayed strong agency in adapting ESD principles to the preschool context, highlighting NBL as an essential bridge between digital learning and ecological connectedness.