A preschool Eco-STEM teaching model focusing on environmental awareness - Grounded in embodied cognition theory

Oct 15, 2026

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Current eco-STEM practices give limited attention to how learners’ cognition connects with the environment, while the preschool stage is largely missing from the discussion, which can delay the earliest development of environmental awareness. This study develops a preschool Eco-STEM teaching model grounded in embodied cognition theory using sequential mixed methods: semi-structured interviews, focus groups with seven teachers, and a Fuzzy Delphi panel of eleven experts. Consensus validated 13 of 15 elements, producing a practical 15-element model centered on cognitive learning-environment relationships, including meaningful scientific experiences and learning activities.

LanguageEnglish

CategoryHealthcare

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Pages13

Reading Time33 min

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Abstract

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1. Introduction

Journal of Education and e-Learning Research Vol. 13, No. 1, 165-177, 2026 ISSN(E) 2410-9991 / ISSN(P) 2518-0169 DOI: 10.20448/jeelr.v13i1.8302 © 2026 by the authors; licensee Asian Online Journal Publishing Group A preschool Eco-STEM teaching model focusing on environmental awareness: Grounded in embodied cognition theory Peng Zhang1 􀀣 Nurfaradilla Mohamad Nasri2 Suziyani Mohamed3 1,2,3Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia. [1](1Email: P113164@siswa.ukm.edu.my)[Email:](1Email: P113164@siswa.ukm.edu.my)[ ](1Email: P113164@siswa.ukm.edu.my)[P113164@siswa.ukm.edu.my](1Email: P113164@siswa.ukm.edu.my) 2Email: [nurfaradilla@ukm.edu.my](nurfaradilla@ukm.edu.my) 3Email: [suziyani@ukm.edu.my](suziyani@ukm.edu.my) (􀀣 Corresponding Author) Abstract It is noteworthy that current eco-STEM practices pay limited attention to the cognitive relationship between learners and the environment, with the preschool stage being almost entirely absent from the discussion. However, this absence could hinder the earliest development of environmental awareness. Therefore, in this study, a preschool Eco-STEM teaching model focusing on environmental awareness was developed. Given the complexity of model development, a sequential mixed-methods approach was employed, beginning with semi structured interviews that identified four themes regarding the needs of eco-STEM teaching practices: Systematic Requirements for Teaching Models, Required Competencies, Exploration and Practice Needs, and Emotional Connection Needs. Based on these needs, focus group discussions with seven senior preschool teachers identified fifteen initial elements for the model. Finally, the Fuzzy Delphi Method (FDM) was used with a panel of eleven experts to refine and validate the model, achieving consensus on thirteen of the fifteen elements. The retained elements emphasized the cognitive relationship between learners and the environment, including meaningful scientific experiences and dissection and reconstruction, while the excluded elements, such as micro-innovation abilities, reflected experts’ prioritization of cognitive aspects. After modifications, a practical teaching model comprising fifteen elements was ultimately developed. This study highlights the contribution to the field of eco-STEM by developing an innovative preschool eco-STEM teaching model tailored to preschool specificities, with the potential to reshape the field. Keywords: Embodied cognition theory, Environmental awareness, Environmental STEM, Fuzzy Delphi method, Preschool STEM education, Teaching model. Citation | Zhang, P., Nasri, N. M., & Mohamed, S. (2026) . A preschool Eco-STEM teaching model focusing on environmental awareness: Grounded in embodied cognition theory. Journal of Education and E-Learning Research, 13(1), 165–177. 10.20448/jeelr.v13i1.8302 History: Received: 26 September 2025 Revised: 30 January 2026 Accepted: 26 February 2026 Published: 12 March 2026 Licensed: This work is licensed under a Creative Commons Attribution 4.0 License Publisher: Asian Online Journal Publishing Group Funding: This study received no specific financial support. Institutional Review Board Statement: This study was approved by the Research Ethics Committee of Guangdong Chaozhou Health Vocational College, China, under protocol number [IRB number: CHVC20250313], dated [March 14, 2025] . Informed verbal consent was obtained from all participants, and all data were anonymized to protect participant confidentiality Transparency: The authors confirm that the manuscript is an honest, accurate, and transparent account of the study; that no vital features of the study have been omitted; and that any discrepancies from the study as planned have been explained. This study followed all ethical practices during writing. Competing Interests: The authors declare that they have no competing interests. Auth

FAQs

What gap in eco-STEM research does this study address for preschool education?

It addresses the limited attention to the cognitive relationship between learners and the environment, where preschool has been largely absent from eco-STEM discussions.

How was the preschool Eco-STEM teaching model developed?

The model was developed through sequential mixed methods: semi-structured interviews to identify needs, focus groups with seven senior preschool teachers to generate elements, and the Fuzzy Delphi Method with eleven experts to refine and validate them.

Which kind of elements did experts prioritize in the final model?

Experts prioritized elements emphasizing the cognitive relationship between learners and the environment, including meaningful scientific experiences and learning activities related to understanding and reconstructing concepts.

Oct 15, 2026

Upload by Liam