1 Introduction

Under the green and low-carbon development framework, various countries around the world have implemented effective low-carbon initiatives, which reflect the world's ambitious vision for environmental preservation and sustainable development (Zhao 2022). Green and low-carbon development is grounded in the principles of reverence for nature and harmonious coexistence, emphasizing the integrated advancement of society, economy, and the environment. Achieving this vision necessitates innovations in both policy and technical domains, as well as profound transformations in societal attitudes and behavioral patterns-areas where education is regarded as a pivotal influence (Shutaleva 2023).

The education system not only serves to disseminate knowledge but also as a key platform for instilling social and environmental values and fostering sustainable development literacy. This will assist the next generation in comprehending and addressing the issues posed by climate change and carbon emissions (Cordero et al. 2020). Nature schools represent an innovative educational model that incorporates the concept of ecological civilization into educational practice through immersive and experiential learning techniques (York 2014). By integrating local natural resources and cultural heritage, nature schools provide students with direct experiences of natural processes while imparting foundational concepts such as the carbon cycle, energy conservation, and ecological preservation (Littledyke 2008; Gann et al. 2019).

This instructional approach raises students' environmental awareness while simultaneously motivating them to adopt low-carbon practices in their daily lives, shaping them into proactive advocates of ecological civilization. Consequently, nature schools occupy a unique position at the convergence of green and low-carbon development, advancing progress toward a sustainable future (Baumber et al. 2019; Kiehle 2021; Shi 2024).

In recent years, nature-based education (NBE), environmental education, and sustainability education have emerged as vital frameworks for cultivating ecological awareness and advancing sustainable practices. Although these notions have similar purposes, they vary widely in emphasis. Environmental education focuses on enhancing awareness and understanding of environmental issues, usually within formal or classroom-based settings. Sustainability education takes a broader approach by incorporating economic, social, and environmental dimensions, prompting students to contemplate comprehensive systemic solutions for sustainable development. In contrast, NBE, a distinct subcategory within these broader fields, centers on experiential learning through direct interaction with natural ecosystems. It prioritizes the development of a strong emotional connection with nature, the cultivation of ecological consciousness, and the promotion of environmental stewardship by facilitating direct engagement with the natural world.

NBE is especially effective at bridging theoretical knowledge with practical application (Salovaara et al. 2021). Through hands-on experiences in nature, students cultivate a deep connection to their surroundings, an essential foundation for long-term environmental stewardship and active participation in carbon reduction initiatives. The concept of the “nature school” in China offers a distinctive framework that aligns closely with the country's ecological civilization programs and low-carbon objectives (Xie 2022). What distinguishes the nature-school framework is its comprehensive integration into national policies related to ecological civilization construction and low-carbon development objectives. This alignment is evident not only in curriculum content but also in the wider policy and sociocultural landscape. Nature schools are uniquely integrated into the nation's ecological civilization policy and align with the National Green Development Goals.

Unlike many nature education models in the West, which tend to prioritize individual development and cognitive skills, nature schools in China place greater emphasis on collective engagement and social responsibility. These schools encourage students to participate in community-based environmental protection initiatives, thereby fostering a shared commitment to environmental action within local communities. This distinctive blend of education and social responsibility has positioned China's nature schools as important contributors to the nation's carbon peaking and carbon neutrality targets.

By adopting NBE principles, these schools promote environmental awareness while fostering critical thinking and problem-solving skills needed to address sustainability challenges and implement effective carbon reduction strategies (Ramchunder and Ziegler 2021). Research demonstrates that NBE substantially enhances students' comprehension of ecological interconnectedness and the carbon cycle, equipping them with the knowledge and values necessary to make educated decisions regarding their environmental impact (Sisk-Hilton 2023).

Nature schools frequently integrate practical activities, such as carbon footprint assessments, tree planting, and renewable energy projects, enabling pupils to interact directly with sustainability principles (Suarlin 2023). For example, students might monitor their school's carbon emissions and propose actionable reduction measures—an approach that reinforces academic knowledge and fosters a sense of responsibility and agency. These experiences empower students to champion environmental change within their communities. Moreover, incorporating local ecological and cultural contexts into curriculums increases the relevance of sustainability education. By linking lessons to tangible, real-world environmental challenges within their own communities, students develop an appreciation for sustainable behaviors and a stronger comprehension of their responsibility in combating climate change. This localized approach corresponds with place-based education principles, which have been shown to increase student involvement and cultivate a sense of connection with the local environment (Soucy et al. 2024).

This study conducts a thorough review of existing research on NBE and sustainable curriculum development, offering insights into how educational institutions can support the green and low-carbon development. A systematic review methodology was employed to classify and analyze the selected literature by thematic focus, examining the application, findings, and challenges of NBE across various theoretical frameworks. The research explores the intersection of low-carbon objectives with NBE, focusing on key areas such as curriculum development, pedagogical methods, and the implementation of experiential education initiatives.

Literature retrieval for this study was primarily conducted through Web of Science, Scopus, and CNKI to ensure comprehensive coverage of relevant domestic and international research. Key terms, including “nature-based education,” “experiential learning,” “place-based education,” “biophilic design,” and “ecological civilization,” were used to access research related to nature education, experiential pedagogy, localized education, biophilic design, and ecological civilization. Articles were selected based on the following exclusion criteria: (1) non-peer-reviewed articles, (2) studies unrelated to education or ecological civilization, and (3) literature lacking empirical data or systematic analysis.

The review highlights the need for interdisciplinary methodologies that combine environmental science, ethics, and indigenous cultural knowledge. Such comprehensive strategies are crucial for addressing the multifaceted challenges of climate change and for preparing students to become environmentally responsible leaders (Li et al. 2023; Duan and Zhao 2021). The following sections will examine the application of NBE in Chinese schools, its effectiveness in promoting sustainability education and carbon literacy, and the barriers impeding its broader implementation. Key issues, including teacher training, financial constraints, and curricular rigidity, will also be examined. The review concludes with policy recommendations aimed at strengthening the role of NBE in advancing green and low-carbon development.

2 Nature-Based Education and Low-Carbon Goals

3 Curriculum Design, Pedagogical Approaches, and Practical Programs

4 Discussion

NBE has emerged as an effective approach to foster environmental awareness and encourage active participation in carbon reduction efforts, thus aligning closely with national climate objectives. This section explores the potential of NBE, identifies barriers to its implementation, and discusses strategies for overcoming them.

NBE promotes environmental responsibility by fostering emotional connections with nature and deepening students' understanding of their role in carbon reduction (Davis and Elliott 2023). Activities such as exploring local ecosystems or participating in renewable energy projects—like constructing small solar panels or wind turbines—allow students to directly observe and influence their environment. These experiences build key skills essential for sustainability leadership, including problem-solving and critical thinking, and help prepare students to meet complex climate-related challenges (Atler 2024).

However, the successful implementation of NBE requires addressing several specific barriers with targeted solutions. One significant barrier is the insufficient teacher training in environmental science and experiential learning. A practical and well-supported solution is to establish comprehensive professional development programs that equip educators with both content knowledge and pedagogical skills in experiential and place-based education. Partnerships with environmental organizations can further support these efforts by offering hands-on training opportunities and mentorship, thereby increasing teacher confidence in delivering NBE content effectively (Nouri et al. 2021).

A second challenge is the rigidity of traditional curricula, which often limits the flexibility needed for place-based and interdisciplinary education. As suggested by several studies (Rickinson 2001; Brouwers 2024; Mpuangnan and Ntombela 2024), policymakers should support curriculum reforms that allow greater flexibility for local adaptation. For instance, integrating region-specific projects on biodiversity conservation or community carbon reduction efforts can make education more relevant and actionable. Involving community stakeholders in curriculum development ensures that local environmental priorities are reflected in educational practices.

A third challenge is resource scarcity, particularly in rural or underserved areas. To overcome this, schools can pursue partnerships with NGOs, apply for government grants, or seek corporate sponsorships to fund outdoor facilities and specialized equipment (Seguin et al. 2005; Sleegers 2019; Reiling et al. 2021). Moreover, leveraging technological tools such as virtual reality and interactive online platforms can help compensate for physical limitations. For example, virtual field trips give students the opportunity to experience diverse ecosystems and renewable energy systems, increasing access to NBE learning experiences regardless of location (Moorman et al. 2021; Jerowsky 2024).

Finally, community engagement is crucial for the success of NBE. It provides students with real-world learning opportunities while fostering a collective sense of environmental responsibility (Kelly and Given 2024). Schools can build strong connections with local communities by organizing volunteer projects, hosting public environmental workshops, and involving students in neighborhood conservation efforts. These initiatives offer real-world learning experiences and help create a shared commitment to carbon neutrality.

5 Conclusion

The integration of green and low-carbon development into the education system offers an opportunity to cultivate a generation equipped with the necessary skills, knowledge, and motivation to drive sustainable change. NBE represents a promising approach that aligns with the principles of ecological civilization and offers practical strategies to improve students' environmental awareness. Through experiential and place-based learning, NBE provides students with foundational knowledge of carbon cycles, renewable energy, and conservation practices while fostering a strong emotional connection to nature. This connection is essential for promoting long-term environmental stewardship and supporting sustainable climate goals.

Strategic investment in teacher training is essential for equipping educators to effectively deliver interdisciplinary environmental content. Training should emphasize practical, immersive approaches and strengthen educators' understanding of ecological systems and carbon management. Policymakers should also develop flexible curricula that allow schools to integrate local environmental issues and customize learning experiences to fit regional contexts. Localized learning opportunities enhance the relevance and impact of climate education for students, fostering a sense of responsibility for their immediate environment.

Alongside teacher training and curriculum reform, addressing resource disparities that restrict access to outdoor learning environments and specialized materials is essential. Collaborations with environmental organizations, governmental support, and advances in technology—such as virtual reality—can help to bridge these gaps, making NBE more accessible to schools, including those in remote or under-resourced regions. Technology can enhance NBE by providing virtual experiences of ecosystems and renewable energy initiatives, enhancing students' educational experiences.

Involving local communities in collaborative environmental projects further strengthens the effectiveness of NBE (Al-Balushi et al. 2014). Community involvement enhances students' comprehension of sustainability and cultivates a culture of shared responsibility—crucial for attaining low-carbon goals at the societal level. Community-based NBE projects can enhance the significance of students' education and raise wider environmental awareness across society.

This study emphasizes the transformative potential of NBE in furthering sustainable climate objectives and highlights the essential role of educational reform in achieving sustainable development. Future research should examine the long-term effects of NBE on students' environmental attitudes and behaviors and investigate scalable models that can be adapted for various educational contexts. Furthermore, investigations into the incorporation of emerging technologies into NBE may yield significant insights for improving accessibility and engagement in related curricula. Addressing these areas will position the education system as a powerful driver for climate action—preparing a new generation to lead in a carbon-neutral future. NBE enables students to acquire ecological literacy and empowers them to serve as agents of change, thereby contributing to sustainability vision and inspiring global initiatives toward a more resilient and environmentally conscious world.

Author Contributions

Linyu Xu: writing – review and editing, writing – original draft, funding acquisition, visualization, validation, conceptualization, supervision, project administration. Yuqi Dai: conceptualization, validation, writing – original draft, writing – review and editing, visualization.

Ethics Statement

The authors have nothing to report.

Conflicts of Interest

The authors declare no conflicts of interest.