Nature-Based Learning and Socio-Emotional Competence: Evidence from Elementary Schools in Indonesia
DOI:
https://doi.org/10.63236/injeep.2.1.1Keywords:
nature-based learning, socio-emotional competence, outdoor education, IndonesiaAbstract
Nature-based learning (NBL) is an innovative pedagogical approach that integrates academic learning, socio-emotional development, and environmental engagement through direct experiences in natural settings. Although previous studies have reported positive effects of NBL on students’ well-being and interpersonal skills, empirical evidence remains limited in developing country contexts, particularly in Indonesia,while few studies have compared teacher and student perceptions across specific socio-emotional competence (SEC) domains. This study employed a convergent parallel mixed-method design to examine the impact of NBL on SEC among Indonesian elementary school students. Participants were selected through purposive sampling from three eco-oriented elementary schools, involving 240 participants (80 teachers and 160 fourth-grade students). Quantitative data were collected using validated questionnaires, while qualitative data were obtained through semi-structured interviews. Data were analyzed using descriptive and inferential statistics and thematic analysis, followed by data integration. The findings revealed convergence in social awareness and relationship skills, while significant divergence emerged in self-management, responsible decision-making, and self-awareness, with teachers reporting higher gains than students. Students emphasized enjoyment and emotional well-being as key benefits of NBL. The study concludes that NBL effectively enhances interpersonal competencies; however, it requires structured reflective practices to strengthen intrapersonal development. These results highlight the importance of curriculum integration, teacher professional development, and policy support for equitable access to culturally responsive outdoor learning in Indonesia.
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