Nature-based learning (NBL) has gained global recognition as a pedagogical approach that supports children’s holistic development and fosters environmental stewardship. However, contributions from the Global South remain underrepresented, underscoring the need for a Malaysian-focused synthesis. This systematic literature review (SLR) examines fifteen empirical studies published between 2018 and 2025 on the integration of NBL in Malaysian early childhood education. A structured search across Scopus, ScienceDirect, ERIC, and Google Scholar guided the identification, screening, and eligibility assessment of studies. Findings reveal strong enthusiasm among teachers and parents, with reported benefits spanning cognitive, physical, social, and ecological domains. However, affective outcomes such as nature connection and sustainability values remain underexplored. NBL is often treated as an add-on rather than embedded within the national preschool curriculum, with implementation constrained by limited teacher training, insufficient resources, restricted access to natural spaces, and inadequate policy support. These findings reflect broader international debates on the marginalisation of outdoor learning and the challenges of integrating experiential pedagogies into standardised curricular systems. The review underscores the need for a structured, yet flexible NBL framework that aligns with curriculum objectives, evaluates both affective and cognitive outcomes, and is adaptable to diverse learning environments, including urban and indoor settings. Beyond Malaysia, this synthesis contributes to global early years environmental education scholarship by illustrating how NBL can be universal in principle yet context-specific in practice, with implications for theory, pedagogy, and policy reform.
Sauli et al. (Fri,) studied this question.