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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.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-preschool-eco-stem-teaching-model-focusing-on-environmental-awareness-grounded-in-embodied-cognition-theory/579123/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-preschool-eco-stem-teaching-model-focusing-on-environmental-awareness-grounded-in-embodied-cognition-theory/579123.png","ImageObject",300,407,{"name":92,"@type":93},"Liam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What gap in eco-STEM research does this study address for preschool education?","Question",{"text":112,"@type":113},"It addresses the limited attention to the cognitive relationship between learners and the environment, where preschool has been largely absent from eco-STEM discussions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the preschool Eco-STEM teaching model developed?",{"text":117,"@type":113},"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.",{"name":119,"@type":110,"acceptedAnswer":120},"Which kind of elements did experts prioritize in the final model?",{"text":121,"@type":113},"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.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},579123,1792110854,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},8796095461564,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Journal of Education and e-Learning Research  \nVol. 13, No. 1, 165-177, 2026  \nISSN(E) 2410-9991 / ISSN(P) 2518-0169 DOI: 10.20448/jeelr.v13i1.8302  \n© 2026 by the authors; licensee Asian Online Journal Publishing Group  \nA preschool Eco-STEM teaching model focusing on environmental awareness: Grounded in embodied cognition theory  \nPeng Zhang1 􀀣   \nNurfaradilla Mohamad Nasri2 Suziyani Mohamed3   \n1,2,3Faculty 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)  \n2Email: [nurfaradilla@ukm.edu.my](nurfaradilla@ukm.edu.my)  \n3Email: [suziyani@ukm.edu.my](suziyani@ukm.edu.my)  \n(􀀣 Corresponding Author)  \nAbstract  \nIt is noteworthy that current eco-STEM practices pay limited attention to the cognitive  \nrelationship between learners and the environment, with the preschool stage being almost entirely  \nabsent from the discussion. However, this absence could hinder the earliest development of  \nenvironmental awareness. Therefore, in this study, a preschool Eco-STEM teaching model  \nfocusing on environmental awareness was developed. Given the complexity of model  \ndevelopment, a sequential mixed-methods approach was employed, beginning with semi  \nstructured interviews that identified four themes regarding the needs of eco-STEM teaching  \npractices: Systematic Requirements for Teaching Models, Required Competencies, Exploration  \nand Practice Needs, and Emotional Connection Needs. Based on these needs, focus group  \ndiscussions with seven senior preschool teachers identified fifteen initial elements for the model.  \nFinally, the Fuzzy Delphi Method (FDM) was used with a panel of eleven experts to refine and  \nvalidate the model, achieving consensus on thirteen of the fifteen elements. The retained elements  \nemphasized the cognitive relationship between learners and the environment, including  \nmeaningful scientific experiences and dissection and reconstruction, while the excluded elements,  \nsuch as micro-innovation abilities, reflected experts’ prioritization of cognitive aspects. After  \nmodifications, a practical teaching model comprising fifteen elements was ultimately developed.  \nThis study highlights the contribution to the field of eco-STEM by developing an innovative  \npreschool eco-STEM teaching model tailored to preschool specificities, with the potential to  \nreshape the field.  \nKeywords: Embodied cognition theory, Environmental awareness, Environmental STEM, Fuzzy Delphi method, Preschool STEM education, Teaching model.  \nCitation | 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  \nHistory:  \nReceived: 26 September 2025  \nRevised: 30 January 2026  \nAccepted: 26 February 2026  \nPublished: 12 March 2026  \nLicensed: This work is licensed under a Creative Commons Attribution 4.0 License   \nPublisher: Asian Online Journal Publishing Group  \nFunding: This study received no specific financial support.  \nInstitutional 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  \nTransparency: 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.  \nAuth","cbCaintWuZECnUpz","https://ap.wps.com/l/cbCaintWuZECnUpz","pdf",634548,13,"English","# Abstract\n# Keywords\n# 1. Introduction","[{\"question\":\"What gap in eco-STEM research does this study address for preschool education?\",\"answer\":\"It addresses the limited attention to the cognitive relationship between learners and the environment, where preschool has been largely absent from eco-STEM discussions.\"},{\"question\":\"How was the preschool Eco-STEM teaching model developed?\",\"answer\":\"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.\"},{\"question\":\"Which kind of elements did experts prioritize in the final model?\",\"answer\":\"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.\"}]","A preschool Eco-STEM teaching model focusing on environmental awareness - Grounded in embodied cognition theory | PDF",1792035045,33]