Date of Defense
17-4-2025 9:00 AM
Location
F3-035
Document Type
Thesis Defense
Degree Name
Master of Education (Curriculum and Instruction)
College
CEDU
Department
Curriculum and Methods of Instruction
First Advisor
Dr. Rachel Allison Takriti
Keywords
Nature-based education, early childhood education, early years practitioners, perspectives, holistic development.
Abstract
This thesis is concerned with exploring early years practitioners’ perspectives on the benefits, challenges, and feasibility of incorporating a nature-based learning approach in the UAE’s early childhood education sector. A mixed-methods approach was employed, utilizing a structured questionnaire that gathered both quantitative and qualitative data from early years practitioners across the UAE. The quantitative analysis conducted using SPSS while thematic analysis was employed for qualitative analysis. The findings revealed a strong belief in the benefits of nature-based education, including enhanced creativity, problem-solving skills, emotional well-being, and environmental awareness among children. While challenges such as extreme weather conditions, lack of training, and limited access to green spaces were acknowledged, practitioners suggested adaptive strategies like scheduling outdoor activities during cooler hours, utilizing shaded areas, incorporating indoor nature-based elements, and leveraging virtual nature exploration tools. This study highlights the potential for nature-based education to be integrated into early childhood settings in the UAE with appropriate modifications.
Included in
EXPLORING EARLY YEARS PRACTITIONERS’ PERSPECTIVES ABOUT THE PROSPECTS OF A NATURE-BASED EARLY CHILDHOOD LEARNING APPROACH IN THE UNITED ARAB EMIRATES (UAE)
F3-035
This thesis is concerned with exploring early years practitioners’ perspectives on the benefits, challenges, and feasibility of incorporating a nature-based learning approach in the UAE’s early childhood education sector. A mixed-methods approach was employed, utilizing a structured questionnaire that gathered both quantitative and qualitative data from early years practitioners across the UAE. The quantitative analysis conducted using SPSS while thematic analysis was employed for qualitative analysis. The findings revealed a strong belief in the benefits of nature-based education, including enhanced creativity, problem-solving skills, emotional well-being, and environmental awareness among children. While challenges such as extreme weather conditions, lack of training, and limited access to green spaces were acknowledged, practitioners suggested adaptive strategies like scheduling outdoor activities during cooler hours, utilizing shaded areas, incorporating indoor nature-based elements, and leveraging virtual nature exploration tools. This study highlights the potential for nature-based education to be integrated into early childhood settings in the UAE with appropriate modifications.