Shifting the Paradigm Through Practice: A Co-Operative Inquiry Approach to Sustained Commitment in Nature-Based Education

Author

• Amanda McMickle, University of the Incarnate WordFollow

Date of Degree

8-2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Program

Education

Advisor

Alfredo Ortiz

Advisor

Deepti Kharod

Advisor

Courtney Crim

Abstract

Nature-based learning has demonstrated positive outcomes for young children’s academic, social-emotional, and developmental growth; however, its implementation within school systems remains limited due to a lack of governance or organized oversight. This qualitative study examined how nature-based learning can be implemented with practical fidelity in Texas public schools while remaining aligned with state standards and school district policies. Grounded in Biophilia Theory, Attention Restoration Theory, and Experience Theory, the study explored educators’ perceptions as co-researchers into the practices and decision-making processes as they integrated nature-based learning into daily instruction.

Participants included experienced Texas public school educators teaching prekindergarten and kindergarten. Data were collected through a series of collaborative meetings, observations, and reflective discussions, and analyzed using gerund coding to capture action-oriented practices. Findings revealed that educators were able to integrate nature-based learning in ways that supported academic standards when intentional connections to curriculum, scheduling, and instructional paradigms were questioned. The paradigm was shifted and teacher identities were transformed when there was strong buy-in from the co-researchers regardless of how clear the path was to the intended outcome. While the flexibility of untested early childhood grades supported implementation, the study also highlighted challenges related to scalability, teacher experience levels, and systemic constraints. Based on the findings, a practical framework is proposed to support the utilization of nature-based learning in Texas public schools in ways that honor both educational requirements and the integrity of nature-based pedagogy. Implications for educators, school leaders, policymakers, and future research are discussed, with particular attention to expanding access to nature-based learning beyond early childhood settings.

Recommended Citation

McMickle, Amanda, "Shifting the Paradigm Through Practice: A Co-Operative Inquiry Approach to Sustained Commitment in Nature-Based Education" (2026). Theses & Dissertations. 493.
https://athenaeum.uiw.edu/uiw_etds/493