Nature-Based Learning and Inclusive Education for Deaf Students: Theoretical Foundations and an Illustrative Geology Activity in Portuguese Sign Language

Abstract

Inclusive education aims to eliminate barriers to the access, participation, and success of all students. For Deaf students, challenges related to accessibility, communication, and the adaptation of teaching practices to diverse linguistic, cultural, and sensory needs persist. This theoretical article discusses the potential of Nature-Based Learning (NBL) for promoting inclusive educational practices for Deaf students. Drawing on the literature, it examines the foundations of NBL, considers Deaf students’ learning while acknowledging the heterogeneity of this population, and analyses opportunities and challenges associated with nature-based educational experiences. The literature suggests that NBL may support participation, engagement, social interaction, and content understanding through visual, tactile, spatial, embodied, and experiential learning opportunities. However, its inclusive potential depends on linguistic accessibility, adapted resources, teacher preparation, and consideration of individual communication and learning needs. To illustrate how these principles may be translated into practice, the article presents an inclusive geology activity in an outdoor context supported by Portuguese Sign Language. The activity is presented as an illustrative pedagogical proposal rather than an empirically validated intervention. Overall, NBL represents a promising framework for developing more accessible, participatory, and meaningful educational experiences for Deaf and hearing students.

1. Introduction

Inclusive education has assumed a central role in contemporary educational discussions, driven by global policy efforts aimed at ensuring equitable learning opportunities for all students [1,2]. More than a pedagogical approach, inclusion represents a commitment to social justice, focused on removing barriers that limit students’ presence, participation, and success while taking their individual differences into account [3,4]. Despite the progress achieved, the implementation of inclusive educational practices remains a challenge, requiring changes in school structures, curricula, and teaching methodologies [5,6]. In this context, it is essential to understand the concept of inclusion and to develop flexible and innovative pedagogical practices, grounded in differentiated instruction, that are capable of responding to the diversity present in classrooms and promoting more participatory and accessible educational environments [7,8].

Among the groups that continue to face significant educational barriers are students who are deaf or have some degree of hearing loss, who will be referred to in this study as Deaf, with an initial capital letter. Promoting their inclusion requires understanding and acknowledging the linguistic and cultural dimensions of Deaf experience, as well as the diversity of ways in which Deaf individuals perceive, communicate, and construct meaning [9,10]. For many Deaf students, visual, spatial, and bodily experiences can play an important role in knowledge construction and interaction with the world, with sign language being central to communication and learning for sign-language users [11,12]. However, many educational settings remain strongly centred on spoken language and auditory input, making access to curricular content more difficult and limiting the participation of these students [13]. Consequently, multimodal and multisensory pedagogical activities become particularly relevant, as they value different ways of learning, especially through the stimulation of senses other than hearing, while respecting the linguistic and cultural specificities of Deaf individuals [14,15].

In this context, Nature-Based Learning (NBL) has emerged as an educational approach with the potential to promote more inclusive practices. Grounded in learning experiences that take place in natural environments or through the integration of natural elements into educational settings, NBL fosters experiential, embodied, and multisensory learning processes [16,17]. Studies indicate that activities conducted in natural environments can contribute to students’ cognitive, socio-emotional, and physical development, while also enhancing engagement, motivation, and participation in school activities, thereby supporting academic success [18,19,20].

In the specific case of Deaf students, the literature suggests that NBL can promote more accessible forms of learning by prioritizing visual, tactile, spatial, and experiential stimuli. Activities carried out in ecological trails, sensory gardens, natural parks, and other outdoor environments have demonstrated potential to foster active participation, social interaction, the development of autonomy, and meaningful knowledge construction [21,22,23,24]. Furthermore, by increasing opportunities for social interaction, activities in natural environments can also contribute to expanding forms of communication, particularly through the use of visual elements, thereby enhancing communication and inclusion opportunities for Deaf students [25,26].

Despite the inclusive potential of NBL, the literature also highlights challenges related to the implementation of accessible practices for Deaf students. Among the main difficulties are the lack of adapted materials, communication barriers, the scarcity of sign language-based strategies, and insufficient teacher training for the development of inclusive activities in natural environments. In some cases, outdoor learning areas may also be located too far away or may simply not be available [27,28]. Therefore, the inclusion of Deaf students in NBL contexts requires not only access to natural spaces and elements but also pedagogical practices designed according to their linguistic, cultural, and sensory needs.

Against this background, the present theoretical article aims to examine the potential of Nature-Based Learning (NBL) as a framework for promoting inclusive education for Deaf students. More specifically, it discusses the conceptual foundations of NBL, considers relevant characteristics and the diversity of Deaf learners, and analyses the opportunities and challenges associated with the use of nature as an inclusive educational context. Based on these theoretical principles, the article subsequently presents an illustrative geology activity supported by Portuguese Sign Language (LGP), showing one possible way in which NBL principles may be translated into educational practice. The proposed activity is not presented as an empirically validated intervention, but rather as a pedagogical example intended to stimulate reflection, adaptation, and future implementation in inclusive educational settings. In this way, the article seeks primarily to contribute to the conceptual discussion surrounding NBL and Deaf education while establishing connections between theoretical principles and their potential application in practice.

2. Fundamental Principles of Nature-Based Learning (NBL)

The relationship between humans and nature has always played a fundamental role in human development and well-being. However, this connection has gradually weakened due to industrialization processes and the increasing use of electronic devices. This distancing has contributed to a reduction in direct contact with natural experiences, particularly among children, who currently spend less time outdoors than previous generations [29,30].

As a result, a movement emerged aimed at reconnecting people, especially children, with nature. This movement was driven by concerns regarding the growing use of digital media, the decline of outdoor experiences, and the impacts of this disconnection on child development [31,32]. In increasingly urbanized societies, promoting such reconnection has become both a challenge and a necessity, and schools can play a key role in facilitating this process [33,34].

Within this context, Nature-Based Learning (NBL) has gained prominence as an educational approach focused on engaging learners in experiences involving direct contact with nature. Although currently associated with the integration of nature-based experiences into formal educational processes, NBL has been implemented in both formal and informal contexts for more than a century. Its historical roots can be traced to pedagogical traditions that recognized the natural world as a central component of learning. This conceptual tradition can be linked to Enlightenment thinkers such as Rousseau, who advocated an education grounded in sensory experience and interaction with the environment, ideas that were later expanded by Pestalozzi and Fröbel through their emphasis on observation, play, and contact with nature as essential components of holistic human development [35,36].

Despite the growing academic interest in this field, the literature still presents broad and varied definitions of NBL, and no universally accepted definition currently exists [17,37,38]. According to [38], NBL can be understood as an educational process mediated by natural environments or by natural elements incorporated into pedagogical practices. Given the absence of a universally accepted definition, the authors associate NBL with the concept of “nature pedagogy” proposed by the International Association of Nature Pedagogy, which defines it as the process of teaching and learning with nature, both inside and outside the classroom. This perspective highlights the broad scope of NBL, which is not limited exclusively to experiences in outdoor natural settings but may also involve the integration of natural elements into curricular activities and educational contexts.

Similarly, ref. [17] describes NBL as a comprehensive educational approach that incorporates natural environments, elements of nature, and ecological perspectives into both formal and informal learning processes. According to these authors, nature serves as a medium for developing knowledge, skills, attitudes, and values related not only to academic achievement but also to personal, social, and environmental development. They further emphasize that NBL is not restricted to environmental education, as nature can function as a pedagogical resource across different subject areas.

The breadth and flexibility of NBL are also highlighted by ref. [39], who argue that this type of learning can occur in formal, non-formal, and informal contexts, involving varying degrees of structure and pedagogical guidance. NBL can be implemented with learners of different age groups, through both individual and collaborative activities, and in diverse settings, including urban, suburban, rural, and wilderness environments. This diversity demonstrates that NBL can be implemented in school gardens, urban parks, and other naturalized spaces accessible to the school community.

According to ref. [40], NBL encompasses educational experiences conducted both in natural environments and in built environments that integrate natural elements such as vegetation, water, and animals. In formal settings, it occurs when children participate in structured activities within schools, childcare centres, preschools, or outdoor excursions. In non-formal contexts, NBL may take place through extracurricular activities, camps, parks, or nature centres. Informal learning occurs through everyday spontaneous interactions with nature, such as free play in backyards, gardens, tree-covered schoolyards, or other naturalized environments. In this way, nature moves beyond being merely an object of study and becomes an active and integrative context for learning and educational experiences.

Another key characteristic of NBL is its experiential nature. According to ref. [36], NBL prioritizes experiences in which learners actively interact with the environment, observe natural phenomena, and establish connections between their experiences and academic content. Learning occurs through exploration, inquiry, and direct participation, promoting more active and contextualized educational processes.

According to ref. [41], NBL can also be understood as an educational experience that occurs through contact with and exposure to natural environments and should be guided by pedagogical principles that structure and support its implementation. These principles include a focus on the learner’s holistic development and the maximization of individual potential, as well as the promotion of autonomy. They also emphasize learning through direct contact with nature and play experiences in outdoor environments. Other important aspects include the use of simple and accessible educational resources, the organization of teaching through thematic approaches, and the encouragement of scientific thinking from early childhood. Furthermore, this perspective promotes pedagogical practices that stimulate curiosity, creativity, and children’s interest in learning.

In summary, NBL encompasses a broad range of educational experiences that can occur through the use of natural elements in formal, non-formal, and informal contexts. Each of these contexts contributes in distinct and complementary ways to the learning process, although much remains to be explored in this field [39,42].

NBL extends beyond the learning of curricular content. Regardless of the context in which it is applied, it can be understood as an educational approach with strong potential to promote holistic development, contributing to a more integrated educational experience [43,44]. Students tend to demonstrate greater engagement, motivation, and enjoyment during learning activities involving contact with nature, which may enhance both participation and knowledge retention [19,38].

Research has also shown that children exposed to natural environments demonstrate improvements in academic performance in areas such as science, literacy, and STEM (Science, Technology, Engineering and Mathematics) education [38,45,46]. Simultaneously, NBL contributes to the development of essential twenty-first-century skills, including communication, adaptability, collaboration, conflict management, self-regulation, leadership, creativity, and critical thinking [47,48,49].

Furthermore, NBL promotes environmental awareness and responsibility and may influence ecological attitudes and behaviours throughout life. Consequently, it contributes to scientific and environmental literacy and supports the development of future generations that are more aware, committed, and sensitive to environmental issues [20,48,49].

Regarding health and well-being, contact with green spaces, trees, gardens, and wildlife has been associated with reduced stress levels, attention restoration, and improved emotional balance [18,50]. Experimental studies have also identified reductions in heart rate and stress levels among students who had visual access to vegetation from their classrooms [51]. Other frequently reported benefits include increased physical activity, enhanced immunity through exposure to diverse microorganisms, and the development of social skills [41,52].

In this context, NBL has also been recognized as a relevant strategy for promoting children’s health and addressing sedentary lifestyles and obesity. Moreover, recent evidence suggests that nature-based interventions may be particularly beneficial for vulnerable and marginalized populations, as natural environments tend to foster more inclusive and accessible pedagogical practices [48]. Thus, Nature-Based Learning emerges not only as an approach that promotes learning and well-being but also as an educational pathway that supports inclusion and the holistic development of children.

3. Who Are Deaf Individuals and How Do They Learn?

According to current estimates, more than 430 million people worldwide live with disabling hearing loss, including approximately 34 million children. Projections indicate that this number may reach 2.5 billion people by 2050 [53]. In this context, deafness should not be understood solely from a clinical perspective related to hearing impairment, but also as a unique linguistic, cultural, and sensory experience. Therefore, individuals who are completely deaf or have some degree of hearing loss will be referred to in this study as Deaf, with an initial capital letter. It is important, however, to recognize that Deaf students do not constitute a homogeneous group. Their linguistic backgrounds, degrees and types of hearing loss, age of language acquisition, use of sign and/or spoken languages, educational experiences, family contexts, communication preferences, and access to assistive technologies may vary considerably. Therefore, references throughout this article to visual, spatial, tactile, embodied, or multisensory learning should not be interpreted as universal characteristics shared equally by all Deaf learners. Rather, they represent educational tendencies and possibilities identified in the literature that should be considered alongside each learner’s individual linguistic, sensory, cultural, and educational profile. For many Deaf individuals, visual, tactile, and spatial stimuli play an important role in perceiving, interpreting, and interacting with the world. Sign language, for those who use it, is a visual-spatial language that can play a central role in communication, social interaction, and cognitive development. Learning may therefore be supported through observation, embodied experiences, visual interactions, and multiple sensory experiences established with the environment and with other individuals [9,10,11].

The literature highlights that hearing plays an important role in the early language development of hearing children, contributing to the spontaneous acquisition of their native language through verbal interactions and everyday sounds. In the case of Deaf children, language development pathways may differ according to individual linguistic and sensory profiles and may require specialized support and educational strategies adapted to their needs [54]. In this regard, many Deaf students may benefit from multimodal and multisensory educational activities, that is, approaches that move beyond traditional teaching methods and value the use of multiple senses throughout the teaching and learning process. This reinforces the need to move beyond educational models centred exclusively on speech and hearing [14,15]. Consequently, resources such as images, videos, diagrams, graphs, symbols, visual contrasts, hands-on materials, and practical experiences play a fundamental role in teaching and learning, facilitating content comprehension and mediation [55,56].

In addition to their linguistic and communicative specificities, some studies suggest that Deaf students may present particular characteristics related to information processing, attention, and social interaction. They may, at times, require additional time to interpret stimuli and switch between tasks due to the predominance of visual information processing [55]. Furthermore, the same author argues that communication difficulties, feelings of insecurity, and lower participation in collective activities may arise in educational settings that are predominantly designed for hearing students. These factors highlight the importance of adopting diverse and inclusive pedagogical practices.

4. Nature-Based Learning and the Inclusion of Deaf Students: Opportunities and Challenges

Inclusive education, particularly for students with special educational needs in mainstream educational settings, has played a central role in educational discussions in recent years. It is grounded in principles of social justice, equity, and equal opportunities. More than a pedagogical proposal, it also represents a political and educational commitment to valuing diversity and ensuring the participation of all students in learning processes [1,2,3,4]. Despite the many achievements of recent decades, promoting inclusion and equity in education still requires significant changes in school structures, curricula, and pedagogical practices in order to ensure genuinely welcoming and participatory learning environments for all students [5,6]. In this context, it is essential to develop innovative pedagogical practices that adapt to learners’ needs and are capable of responding to classroom diversity while promoting access, participation, and development for all students [7,8,57]. This commitment is reinforced by the United Nations 2030 Agenda, established in 2015, which identifies the provision of inclusive, equitable, and quality education and lifelong learning opportunities for all as one of its Sustainable Development Goals [58,59,60].

Among the groups that continue to face significant barriers in educational contexts are Deaf students, whose specific needs often remain overlooked, resulting in limited and insufficiently accessible educational experiences [61]. In many cases, these students experience difficulties in following and understanding content delivered through methods predominantly based on spoken language and auditory input [13]. Consequently, it is essential to develop differentiated pedagogical practices that recognize the importance of visual access for many Deaf learners while also responding to their diverse linguistic, communicative, sensory, and educational profiles [62,63]. Educational activities that incorporate multiple modes of teaching and engage more than one sense during learning are therefore particularly relevant, as they acknowledge and respect the linguistic, cultural, and identity-related characteristics of this group [14,64]. Inclusion should not be limited to merely placing Deaf students in activities designed for hearing students; rather, it should involve the planning of meaningful and accessible educational experiences for both Deaf and hearing learners, promoting effective participation, interaction, and integration among all students [5,6].

Within this context, Nature-Based Learning (NBL) has emerged as an educational approach with considerable inclusive potential, particularly because it promotes concrete, embodied, experiential, and multisensory learning experiences. By moving part of the educational process into natural and outdoor environments, or by incorporating natural elements into school spaces, NBL expands opportunities for interaction with spaces, objects, and people, enabling learning to occur through observation, exploration, direct contact, and sensory experience. Recent studies indicate that natural environments can enhance engagement, motivation, participation, and knowledge construction among students with special educational needs, including Deaf students, when compared with traditional classroom-based learning contexts [25,26,65]. Outdoor learning programmes have also been associated with reductions in disruptive behaviours, increased concentration, and stronger engagement in educational tasks, demonstrating their potential to foster more inclusive and participatory learning environments [65].

In the specific case of Deaf students, the literature suggests that educational experiences developed in natural environments may benefit many learners because they provide visual, tactile, spatial, and experiential opportunities that can correspond to important modes of perception and learning. The multisensory dimension of NBL stands out as a particularly relevant element, as it expands opportunities for interaction with the environment not only through vision but also through touch, smell, spatial awareness, and even vibratory perception [22]. During activities carried out in ecological trails, sensory gardens, natural parks, and fieldwork settings, Deaf students have demonstrated greater interest, active participation, and engagement in proposed tasks, particularly when pedagogical practices incorporated direct observation, manipulation of natural elements, embodied experiences, and visual communication mediated through sign language [21,22,24]. In such experiences, students were able to explore textures, aromas, shapes, vibrations, and movements present in nature, using multiple senses to interpret their surroundings and construct knowledge in an integrated, meaningful, and experiential manner.

Studies have also shown that environmental education and outdoor learning activities can contribute to the social, emotional, and cognitive development of students with hearing impairments. Kaya & Kuzugudenli [23], in implementing an environmental education programme with Deaf students in national parks and protected natural areas, identified significant improvements in knowledge related to nature, ecology, animals, plants, and environmental phenomena following practical, artistic, and scientific activities conducted in natural settings. In addition to increased knowledge, participants reported enthusiasm about discovering new places and natural elements, highlighting the motivational potential of such experiences. Similarly, Ogunwale [13] argues that outdoor educational strategies promote not only the learning of scientific content but also social development, motivation, autonomy, and inclusion among Deaf students by encouraging more collaborative interactions and reducing the impact of traditional communication barriers. Creati and collaborators [66] further suggest that NBL can function as a catalyst for sustainable and transformative learning while fostering socio-emotional well-being, intrinsic motivation, and ecological literacy among all students, provided that appropriate accessibility measures—such as adapted trails, tactile materials, and alternative forms of communication—are ensured.

Another aspect frequently highlighted in the literature concerns the potential of NBL to promote social inclusion and a sense of belonging. Activities conducted in natural environments tend to reduce labelling and segregation processes often present in conventional school settings, fostering more equitable interactions between Deaf and hearing students [13]. At the same time, the literature emphasizes that NBL contributes to students’ holistic development by promoting not only cognitive learning but also socio-emotional competencies, well-being, and community engagement. Through sensory, embodied, and collaborative experiences, NBL encourages curiosity, creativity, cooperation, and the development of more inclusive and meaningful relationships among learners. In this sense, nature emerges as an educational space capable of supporting more sustainable, participatory, and equitable pedagogical practices while valuing different ways of learning and interacting with the world [66].

Despite the benefits associated with the use of NBL for Deaf students, the literature also identifies several challenges regarding its implementation. Among the main barriers are communication difficulties, the scarcity of accessible sign language materials, and the lack of professionals adequately prepared to work in inclusive educational contexts within natural environments [28]. Many environmental education and outdoor learning programmes remain heavily dependent on spoken language, which may restrict Deaf students’ participation and generate feelings of exclusion and lack of belonging. In this regard, Wolken [28] emphasizes that the development of accessible educational experiences requires the active involvement of the Deaf community itself, ensuring that programmes and activities are designed with their linguistic, cultural, and sensory needs in mind.

Another challenge identified in the literature concerns teacher training and preparedness for organizing inclusive educational experiences in outdoor settings. Kiviranta and collaborators [27] report that many teachers experience difficulties related to the planning, organization, and implementation of outdoor learning activities, citing lack of knowledge, insecurity, time constraints, and low motivation to explore the educational potential of nature. According to these authors, such difficulties may lead to the underutilization of outdoor environments as spaces for learning and inclusion. Consequently, the literature highlights the need for specific teacher training focused on the development of inclusive practices within NBL contexts.

The adoption of accessible resources also constitutes a key factor in the successful implementation of NBL for Deaf students. The literature suggests the use of sign language interpreters, captions, visual materials, image-based descriptions, hearing support systems, tactile resources, concrete models, and experiential activities as ways to enhance accessibility and facilitate learning [28,67]. Multimodal and multisensory educational activities appear to strengthen content comprehension and make learning more meaningful for these students, particularly when combined with direct observation and active participation in natural environments.

Overall, the studies reviewed suggest that NBL can constitute a promising space for the inclusion of Deaf students by promoting educational experiences that are more visual, embodied, interactive, and sensorially meaningful. However, for this inclusive potential to be realized, it is necessary to ensure linguistic accessibility, adequate teacher training, adapted materials, and recognition of the cultural and communicative specificities of Deaf individuals. In this sense, NBL can move beyond its role as a pedagogical methodology and become a means of creating more equitable, participatory, and inclusive educational environments.

An Illustrative Inclusive Geology Activity in Portuguese Sign Language

Geology is the branch of science that studies the Earth, its materials, structures, phenomena, and natural transformations. Through the observation of elements in the natural environment, it is possible to understand features such as rocks, soils, minerals, rivers, mountains, caves, and different landforms [68].

In this context, geological content has considerable educational potential when developed in natural environments, as it promotes concrete, experiential, and multisensory experiences through direct contact with nature [69]. The exploration of geological elements in natural settings allows students to observe different shapes, colours, sizes, textures, and temperatures found in nature, promoting more meaningful and contextualized learning. For many Deaf students, these experiences are particularly relevant because they emphasize visual, tactile, and spatial stimuli, which are aligned with their predominant modes of perception and learning. Furthermore, as previously discussed, outdoor activities promote greater participation, engagement, and social interaction, particularly when combined with visual resources and accessible communication strategies.

Sign language plays a central role in the communication, social interaction, and learning of Deaf students. In Portugal, Portuguese Sign Language (LGP) is the sign language of the Portuguese Deaf community and possesses its own visual-spatial linguistic structure [70]. Therefore, the use of educational resources supported by LGP can promote greater accessibility, content comprehension, and participation of Deaf students in different educational contexts.

To illustrate how the theoretical principles discussed above may be translated into educational practice, an example of a multisensory geology activity is presented below. The activity should be understood as an adaptable pedagogical proposal rather than a validated instructional intervention. Its implementation should therefore be adjusted according to students’ age, linguistic profiles, communication preferences, prior knowledge, accessibility requirements, and the characteristics of the available natural environment.

In this regard, we propose a multisensory geology activity developed in natural environments close to the school, such as parks, gardens, trails, beaches, or green areas. The proposal is intended primarily for primary education and may be adapted to different ages and curricular levels (

Table 1. Summary of the illustrative inclusive geology activity.

Component	Proposed Characteristics
Educational level	Primary education is adaptable according to students’ age and curricular level.
Participants	Inclusive groups of Deaf and hearing students.
Duration	Approximately 2–3 sessions: preparation, outdoor exploration, and post-activity discussion.
Learning objectives	Identify selected geological elements; observe and describe physical properties; distinguish geological from other natural elements; relate observations to introductory geological concepts.
Geological content	Rocks, minerals, soils, sand, and landscape features available in the local environment.
Environment	Accessible natural or naturalized areas close to the school, such as parks, gardens, trails, beaches, or green areas.
Materials	LGP-adapted word search, images, visual cards, concrete samples where appropriate, and writing/drawing materials.
Pre-activity	Introduction of relevant geological vocabulary, concepts, and corresponding LGP signs.
Outdoor activity	Observation, identification, comparison, and multisensory exploration of geological and other natural elements.
Organization	Small collaborative groups including Deaf and hearing students.
Teacher’s role	Facilitate observation and inquiry, provide visual instructions, support comparison, and connect observations to geological concepts.
LGP accessibility	Key instructions and concepts provided visually and/or in LGP; involvement of an LGP interpreter or Deaf educator when available and appropriate.
Post-activity	Collective discussion, distinction between geological and other natural elements, and comparison of observed characteristics.
Assessment possibilities	Identification/classification task, visual record, drawing, short presentation in LGP and/or written language, or group discussion.
Adaptation	Procedures and resources adjusted to individual linguistic, sensory, communication, and educational needs.

). Its geological learning objectives are to enable students to (i) identify selected geological elements present in the local environment; (ii) observe and describe physical properties such as colour, texture, grain size, shape, size, and temperature; (iii) distinguish geological elements from other natural elements; and (iv) relate direct observations to introductory concepts concerning rocks, minerals, soils, sand, and landscape features. Initially, the teacher introduces students to words and signs in Portuguese Sign Language related to geological and natural elements that may be encountered during the field trip, such as rock, lake, insects, sand, flowers, grass, cave, waterfall, and birds. This introduction may be carried out through images, videos, concrete objects, and visual demonstrations of the corresponding LGP signs, promoting linguistic accessibility and valuing visual communication.

Subsequently, students receive a Portuguese Sign Language-adapted word search puzzle (Figure 1) containing terms related to the natural and geological elements explored during the activity. The resource may include not only written words but also images representing the different elements, thereby enhancing accessibility for Deaf students and supporting visual learning. The inclusion of both geological and biological elements also creates an opportunity for students to distinguish between different components of the natural environment.

During the field trip, students are asked to carefully observe the elements present in the natural environment and identify, within the word search puzzle, those encountered throughout the route. In addition to visual observation, students are encouraged, whenever safe and appropriate, to explore materials through touch and to compare textures, shapes, temperatures, sizes, and other physical characteristics. The teacher facilitates observation and inquiry, connects students’ observations to introductory geological concepts, and ensures that instructions are visually accessible. Where an LGP interpreter is part of the educational setting, the interpreter may support communication throughout the preparatory, outdoor, and post-activity phases. Accessibility should not rely exclusively on interpretation; visual instructions, accessible materials, appropriate positioning, and opportunities for direct interaction should also be incorporated into the activity design.

The activity also encourages collaborative experiences between Deaf and hearing students through small-group work, the sharing of observations, and the collective construction of knowledge, with LGP used where appropriate to the participants’ communication profiles. At the end of the activity, students may share the elements they identified, distinguish geological from other natural elements, and collectively discuss the characteristics observed. Possible forms of assessment include a visual record, drawing, identification or classification task, short presentation in LGP and/or written language, or a group discussion.

Thus, the integration of geological content with multisensory experiences, outdoor activities, and visual resources supported by Portuguese Sign Language illustrates one way in which NBL principles may inform inclusive science education. The proposal was developed by a researcher with specialized training and professional experience in Deaf education, which informed the incorporation of visual and multisensory strategies, linguistic accessibility considerations, and LGP-supported resources. Nevertheless, professional expertise should not be equated with direct participatory validation by Deaf individuals. At this stage, the activity has not undergone a formal participatory validation process involving Deaf students or Deaf members of the educational community. Future implementation should therefore involve Deaf students, Deaf educators, LGP professionals, and other relevant stakeholders in the evaluation and refinement of the proposal.

5. Conclusions and Future Perspectives

Nature-Based Learning (NBL) has significant potential to promote more inclusive educational practices for Deaf students. By prioritizing visual, embodied, sensory, and experiential activities, NBL aligns closely with the predominant ways in which these students perceive and learn, fostering greater participation, engagement, and meaningful knowledge construction. Furthermore, natural environments have the capacity to support not only cognitive learning but also students’ social and emotional development, as well as environmental awareness.

The studies analyzed also indicate that NBL can provide a more flexible and interactive educational environment that incorporates senses such as vision, touch, and smell into the learning process, thereby expanding opportunities for communication and inclusion. However, its inclusive potential depends on the implementation of multimodal and multisensory strategies, appropriate accessibility conditions, adapted materials, communication through sign language when appropriate to learners’ profiles, specialized teacher training, and attention to individual linguistic and educational needs.

The geology activity presented in this article should therefore be understood as an illustration of how the theoretical principles identified in the literature may inform educational practice, rather than as evidence of the effectiveness of a specific intervention. Although its design was informed by specialized professional experience in Deaf education, its pedagogical value, accessibility, and impact should be examined through future implementation and empirical research. Participatory approaches involving Deaf students and members of the Deaf educational community should contribute to the refinement and validation of the proposed resource.

Despite the growing body of research on NBL, studies specifically focused on the inclusion of Deaf students within this approach remain limited. Future research should therefore further explore inclusive pedagogical practices in Nature-Based Learning contexts and evaluate the impact of such experiences on the academic, social, and emotional development of Deaf students. It is also important to expand research on teacher training, accessibility, and the development of inclusive educational resources for NBL, with direct participation from Deaf learners and relevant members of the Deaf community whenever possible. In this way, Nature-Based Learning may become established not only as an innovative pedagogical approach but also as a strategy for promoting equity, participation, and social justice in contemporary education.