Emalia Rosellin Sembiring, Serafin Wisni Septiarti, Cepi Safruddin Abd Jabar
Amidst concerns of ‘nature-deficit disorder’, the effectiveness of nature-based education hinges on teacher competence. However, a pronounced ‘belief-practice gap’ exists, with many educators feeling underprepared. This study constructs a comprehensive competency map for nature school teachers through a Systematic Literature Review (SLR) following PRISMA guidelines. Synthesizing 53 studies from Scopus and ERIC, the review identifies eight core competency domains. Crucially, personal attributes—such as positive childhood experiences, values, and self-efficacy—serve as the fundamental bedrock for technical skills. The study concludes that the ‘belief-practice gap’ is an issue of internal disposition, not just technical skill, implying a needed paradigm shift in teacher education. Teacher education programs must move from solely teaching ‘what to do’ to holistically developing ‘who they are’ as educators. © The Author(s) under exclusive licence to Outdoor Education Australia 2026.
Yogyakarta State University, Yogyakarta, Indonesia
