Implementation of the concepts of sustainable nature environment education in Indonesia nature-based Early Childhood Education (ECE) learning as a supporter of achieving SDGs: Life on land

Implementation of the concepts of sustainable nature environment education in Indonesia nature-based Early Childhood Education (ECE) learning as a supporter of achieving SDGs: Life on land

Authors

  • Betty Yulia Wulansari Universitas Muhammadiyah Ponorogo, Ponorogo, Indonesia
  • Sujarwo Sujarwo Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
  • Cepi Safruddin Abdul Jabar Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
  • Nurtina Irsad Rusdiani Universitas Muhammadiyah Ponorogo, Ponorogo, Indonesia
  • Sri Katoningsih Universitas Muhammadiyah Surakarta, Surakarta, Indonesia
  • Sulton Sulton Universitas Muhammadiyah Ponorogo, Ponorogo, Indonesia
  • Hadi Cahyono Universitas Muhammadiyah Ponorogo, Ponorogo, Indonesia
  • Dzakiyah Rega Afifah Universitas Muhammadiyah Ponorogo, Ponorogo, Indonesia
  • Fatma Nabilah Putri Universitas Muhammadiyah Ponorogo, Ponorogo, Indonesia

Keywords:

Sustainable nature environment education, Early childhood education, Nature-based school, SDGs, Life on land

Abstract

This research aims to investigate implementation of the concepts of sustainable nature environment education (SNEE) in Nature-Based Early Childhood Education (ECE) Learning and see the contribution of SNEE to supporting the achievement of SDGs Life on Land in Indonesia. This research method is qualitative case study research. The research concludes that Indonesian Nature-Based ECE has effectively incorporated SNEE principles into its learning practices and contribute to supporting SDGs life on land. The SNEE framework is operationalized through three main concepts: SNEE human behavior, SNEE critical thinking, and SNEE play & learning. Firstly, SNEE human behavior is successfully integrated into Indonesian Nature-Based ECE through the application of character education and Islamic education to develop a sense of responsibility as stewards of the environment. Secondly, the implementation of SNEE critical thinking in Indonesian Nature-Based ECE involves adapting the learning environment to include nature as a fundamental component. Lastly, the SNEE play & learning concept in Indonesian Nature-Based ECE is manifested through interactive and nature-related activities. SNEE at Indonesian Nature-based ECE contributes to supporting SDGs life on land by providing superior activities such as waste management, plant and animal conservation, and understanding natural disaster mitigation.

References

1. Ardoin, Nicole M., Alison W. Bowers, and Estelle Gaillard. 2020. “Environmental Education Outcomes for Conservation: A Systematic Review.” Biological Conservation 241:1–13. doi:10.1016/j.biocon.2019.108224.

2. Bailie, P. 2019. Nature-Based Preschol Professional Practice Guidebook.

3. Braun, M. R., P. Walton, S. B. M. Beck, and W. London. 2016. “Illustrating the Relationship between the Coefficient of Performance and the Coefficient of System Performance by Means of an R404 Supermarket Refrigeration System.” International Journal of Refrigeration 70:225–34. doi:10.1016/j.ijrefrig.2015.10.020.

4. Cakan, Ayse, and Dilek Acer. 2024. “Analysis of Preschool Children’s Outdoor Play Behaviours.” Journal of Outdoor and Environmental Education. doi:10.1007/s42322-024-00174-4.

5. Collado, Silvia, Claudio D. Rosa, and José A. Corraliza. 2020. “The Effect of a Nature-Based Environmental Education Program on Children’s Environmental Attitudes and Behaviors: A Randomized Experiment with Primary Schools.” Sustainability 12(17):6817. doi:10.3390/su12176817.

6. Curdt-Christiansen, Xiao Lan. 2021. “Environmental Literacy: Raising Awareness through Chinese Primary Education Textbooks.” Language, Culture and Curriculum 34(2):147–62. doi:10.1080/07908318.2020.1797078.

7. Evertsen, Ingrid, and Lisbeth M. Brevik. 2025. “Life Skills Education in Secondary Language Classrooms: Empathy, Communication and Interpersonal Relations.” Journal of Curriculum Studies 57(2):164–83. doi:10.1080/00220272.2024.2436383.

8. Falzon, Desirée, Elisabeth Conrad, and Liberato Camilleri. 2024. “Outdoor and Nature-Based Teaching in Small, Urban Primary School Contexts.” Environmental Education Research 1–28. doi:10.1080/13504622.2024.2383752.

9. Freeman, Carole Cook, and Harris J. Sokoloff. 1996. “Children Learning to Make a Better World: Exploring Themes.” Childhood Education 73(1):17–21. doi:10.1080/00094056.1996.10521893.

10. Garden, Angela, and Graham Downes. 2024. “New Boundaries, Undecided Roles: Towards an Understanding of Forest Schools as Constructed Spaces.” Education 3-13 52(8):1542–53. doi:10.1080/03004279.2023.2170187.

11. Harvey, Caroline, David Sheffield, Miles Richardson, and Rachel Wells. 2023. “The Impact of a ‘Three Good Things in Nature’ Writing Task on Nature Connectedness, Pro-Nature Conservation Behavior, Life Satisfaction, and Mindfulness in Children.” Ecopsychology 15(1):26–36. doi:10.1089/eco.2022.0014.

12. Den Hoed, R. 2014. Forest and Nature School in Canada: A Head, Handsm Approach to Outdoor Learning. Ottawa: Forest School Canada.

13. Jeet, Gurkiran, and Sangeeta Pant. 2023. “Creating Joyful Experiences for Enhancing Meaningful Learning and Integrating 21st Century Skills.” International Journal of Current Science Research and Review 06(02). doi:10.47191/ijcsrr/V6-i2-05.

14. Kallery, Maria. 2011. “Astronomical Concepts and Events Awareness for Young Children.” International Journal of Science Education 33(3):341–69. doi:10.1080/09500690903469082.

15. Kang, Bora, Hong Ju Jun, and Seenyoung Park. 2022. “Korean Early Childhood Teachers’ Perceptions of the Importance and Performance of the ‘Play Environment.’” Asia-Pacific Journal of Research in Early Childhood Education 16(1):53–75. doi:10.17206/apjrece.2022.16.1.53.

16. Kholik, Abdul, and Sobrul Laeli. 2020. “Keunggulan Bersaing Berkelanjutan Sekolah Alam Berbasis Model Resource-Based View.” TADBIR MUWAHHID 4(1):73. doi:10.30997/jtm.v4i1.2540.

17. Kohl, Katrin, Charles Hopkins, Matthias Barth, Gerd Michelsen, Jana Dlouhá, Dzulkifli Abdul Razak, Zainal Abidin Bin Sanusi, and Isabel Toman. 2022. “A Whole-Institution Approach towards Sustainability: A Crucial Aspect of Higher Education’s Individual and Collective Engagement with the SDGs and beyond.” International Journal of Sustainability in Higher Education 23(2):218–36.

18. Leff, Enrique. 2012. “Latin American Environmental Thinking: A Heritage of Knowledge for Sustainability.” Environmental Ethics 34(4):431–50. doi:10.5840/enviroethics201234442.

19. Ma, Zhiwei, Huashan Bao, and Anthony Paul Roskilly. 2017. “Thermodynamic Modelling and Parameter Determination of Ejector for Ejection Refrigeration Systems.” International Journal of Refrigeration 75:117–28. doi:10.1016/j.ijrefrig.2016.12.005.

20. Magzamen, Sheryl, Adam P. Mayer, Stephanie Barr, Lenora Bohren, Brian Dunbar, Dale Manning, Stephen J. Reynolds, Joshua W. Schaeffer, Jordan Suter, and Jennifer E. Cross. 2017. “A Multidisciplinary Research Framework on Green Schools: Infrastructure, Social Environment, Occupant Health, and Performance.” Journal of School Health 87(5):376–87. doi:10.1111/josh.12505.

21. Mann, Jeff, Tonia Gray, Son Truong, Eric Brymer, Rowena Passy, Susanna Ho, Pasi Sahlberg, Kumara Ward, Peter Bentsen, Christina Curry, and Rachel Cowper. 2022. “Getting Out of the Classroom and Into Nature: A Systematic Review of Nature-Specific Outdoor Learning on School Children’s Learning and Development.” Frontiers in Public Health 10. doi:10.3389/fpubh.2022.877058.

22. Maron-Puntarelli, and Cecilia. 2020. “Walking into the Woods: Understanding German Waldkindergärtens.” 42–51. https://www.jstor.org/stable/26906573.

23. Martin, Kelly. 2020. “The Conservation Education Society Of Kenya.” Pp. 24–25 in Enviromental Education: Biodiversity - Learning, Understanding, and Protecting Life on Earth. Vol. 123, edited by H. Peters and J. Green.

24. Masten, Ann S. 2021. “Resilience of Children in Disasters: A Multisystem Perspective.” International Journal of Psychology 56(1):1–11. doi:10.1002/ijop.12737.

25. Minoru IIDA. 1978. “Effects of Camping Experience Upon Independence of Kindergarten Children.” Health & Sport Science 55–64.

26. NAAEE. 2020. “Nature-Bases Preschools in US - 2020. Nort American Association for Enviromental Education (NAAEE).” https://naturalstart.org/sites/default/files/staff/nature_preschools_2020_snapshot_final_0.pdf.

27. Ndugwa, Ndugwa, and Lopez Moreno. 2020. SDGs 11 Make Cities and Human Settlements Inclusive, Safe, Resilient And Sustainable A.

28. Nousheen, Ayesha, Sajid Ali Yousuf Zai, Muhammad Waseem, and Shafqat Ali Khan. 2020. “Education for Sustainable Development (ESD): Effects of Sustainability Education on Pre-Service Teachers’ Attitude towards Sustainable Development (SD).” Journal of Cleaner Production 250:119537. doi:10.1016/j.jclepro.2019.119537.

29. Ohlsson, Anders, Niklas Gericke, and Farhana Borg. 2024. “Implementing Education for Sustainability in Preschool: Teaching Strategies and Learning Environments.” Journal of Outdoor and Environmental Education. doi:10.1007/s42322-024-00181-5.

30. Ozburak, Cimen, Mehmet Harun Batırbaygil, and Semra Sema Uzunoglu. 2018. “Sustainable Environment Education in Pre-School Pupils.” EURASIA Journal of Mathematics, Science and Technology Education 14(7):3368–79. doi:10.29333/ejmste/91874.

31. Paffarini, Chiara, Biancamaria Torquati, Moira Sannipoli, Alessia Fabbri, and Lucio Cecchini. 2024. “Social Farming and Educational Needs: How Kindergarten Farms Could Fill a Gap.” Agricultural and Food Economics 12(1):17. doi:10.1186/s40100-024-00310-0.

32. Pratiwi, Anatasya Ristu, Riana Mashar, Intan Puspitasari, and Dwi Hastuti. 2023. “Outbound Games to Enhance 5-6 Aged Children’s Social Skills.” JECCE 6(2). doi:10.26555/jecce.v6i2.8424.

33. Ren, Xu, Xiaofang Deng, and Lihua Liang. 2018. “Knowledge Transfer between Projects within Project-Based Organizations: The Project Nature Perspective.” Journal of Knowledge Management 22(5):1082–1103. doi:10.1108/JKM-05-2017-0184.

34. Samuelsson, Pramling. 2008. “The Role of Early Childhood Education for a Sustainable Society; The Contribution of Early Childhood Education to a Sustainable Society; 2009.”

35. Sauvé, Lucie. 1996. Environmental Education and Sustainable Development: A Further Appraisal. Vol. 1.

36. Simoni, Jak, and Merlina Pograzha Koseni. 2020. “John Dewey: Educational Practice in the Service of Continuous Improvement of Society.” Interdisciplinary Journal of Research and Development 7(1):5. doi:10.56345/ijrdv7n102.

37. Simoni, Jak, and Merlina Pograzha Koseni. 2020. “John Dewey: Educational Practice in the Service of Continuous Improvement of Society.” Interdisciplinary Journal of Research and Development 7(1):5. doi:10.56345/ijrdv7n102.

38. Smedsrud, Tor Mauritz, Rasmus Kleppe, Ragnhild Lenes, and Thomas Moser. 2023. “Early Childhood Teachers’ Support of Children’s Play in Nature-Based Outdoor Spaces—A Systematic Review.” Education Sciences 14(1):13. doi:10.3390/educsci14010013.

39. Sobel, David. 2014. “FOREST AND NATURE SCHOOL IN CANADA : A Head,Heart, Hands Approach to Outdoor Learning.” 64.

40. Spiteri, Jane. 2021. “Why Is It Important to Protect the Environment? Reasons Presented by Young Children.” Environmental Education Research 27(2):175–91. doi:10.1080/13504622.2020.1829560.

41. Stansfield J. 2015. “The United Nation Sustainability Development Goals (SDGs): A Framework for Intersectoral Collaboration.”

42. Tasos, Travasaros. 2024. “Social Constructionism: Critical Analysis from a Vygotskian Perspective.” Rethinking Marxism 36(2):195–223. doi:10.1080/08935696.2024.2328667.

43. Trammell, Janet P., Jennifer A. Harriger, and Elizabeth J. Krumrei-Mancuso. 2024. “Walking in Nature May Improve Affect but Not Cognition.” Frontiers in Psychology 14. doi:10.3389/fpsyg.2023.1258378.

44. UNFCCC. 2006. “United Nations: Framework Convention On Climate Change (1 Ed.). (N. M.-O. Daniel Blobel, Ed.) Bonn, Germany: United Nations Framework Convention on Climate Change (UNFCCC).”

45. Unicef. 2021. “The Climate Crisis Is a Child Right Crisis.” https://www.unicef.org/media/105376/file/UNICEF-climate-crisis-child-rights-crisis.pdf.

46. Vergunst, Francis, and Helen L. Berry. 2022. “Climate Change and Children’s Mental Health: A Developmental Perspective.” Clinical Psychological Science 10(4):767–85. doi:10.1177/21677026211040787.

47. Wolff, Lili-Ann. 2021. “Ecologies for Learning and Practice: Emerging Ideas, Sightings, and Possibilities and Political Paradoxes.” Society & Natural Resources 34(6):844–46. doi:10.1080/08941920.2020.1831673.

48. Yılmaz, Atike, Serdar Koç, Mustafa Han, and Şevval Akaydın. 2023. “Every Camp Has a Story: Barrier Free Youth Camp with Teacher Narratives.” International Journal of Disabilities Sports and Health Sciences 6(3):386–98. doi:10.33438/ijdshs.1308673.

49. Zahra Saeed. 2025. “Bloom’s Taxonomy in Pakistani School Education: A Pathway to Enhance Higher Order Thinking Skills (HOTS).” The Critical Review of Social Sciences Studies 3(1):856–63. doi:10.59075/06zwtg16.

50. Zainon, Othman, Aimi Musa, Muhammad Hafiz Mohd Yatim, Nurul Izzati Abd Karim, Zakiah Mohammad Ashari, and Nor Sakinah Mohamad. 2023. “Unlocking the Universe’s Secrets: Preschool Teachers’ Awareness of Astronomy and Its Influence on Early Childhood Education.” International Journal of Advanced Research in Education and Society. doi:10.55057/ijares.2023.5.4.28.

Downloads

Published

2026-05-04

Conference Proceedings Volume

Vol. 4 (2026): The 7th BIS-HSS 2025

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

How to Cite

Implementation of the concepts of sustainable nature environment education in Indonesia nature-based Early Childhood Education (ECE) learning as a supporter of achieving SDGs: Life on land. (2026). BIS Humanities and Social Science, 4, V426082. https://doi.org/10.31603/bishss.613

Similar Articles

1-10 of 149

You may also start an advanced similarity search for this article.