Nature education is an essential component of preschool education, serving as a vital pathway for young children to understand the world, achieve all-rounded development, and cultivate ecological awareness. This approach is rooted in Rousseau’s assertion that “sensation precedes reason”, which emphasizes sensory experience as the foundation of cognition; Fröbel’s “playful inquiry” method, which utilizes natural play to facilitate the discovery of natural laws; and Montessori’s child-centered educational philosophy, which promotes both the physical and mental development of the child. Its importance is increasingly evident amid the profound integration of digital technology within the educational landscape. By enabling interactive exploration and playful engagement in authentic natural settings, the digitization of nature education can improve children’s sensory abilities, nurture emerging scientific reasoning, and instill respect for life and the environment. In this context, the level of digital literacy among preschool teachers plays a crucial role in determining the effectiveness and outcomes of nature education. However, preschool teachers currently face several challenges: (1) Rigid perceptions: Some teachers view digital tools as interruptions to natural experiences and use them solely for photographic documentation; (2) Insufficient skills: Many teachers struggle to integrate digital resources into nature education curricula, resulting in isolated applications of technology that do not support in-depth exploration and inquiry; (3) Limited collaboration between home and school: Communication between teachers and parents often remains a one-way flow of online information, such as merely sharing photos in group chats. To address these issues, this study proposes the following strategies: (1) Implementing digital literacy training: By presenting case studies that demonstrate how digital tools can enhance children’s sensory experiences, teachers will be better equipped to overcome their cognitive resistance to technology; (2) Developing a local resource database: Creating customized digital resource libraries and introducing a “Five-Step Integration Framework” (Discover—Record—Analyze—Co-create—Share) to provide preschool teachers with structured methods for integrating digital tools into their teaching; (3) Establishing a home-school digital platform: By launching a digital platform that incorporates “bilateral tasks”, deeper collaboration between teachers and parents will be fostered. The purpose of these strategies is to enrich nature education experiences through various means, reduce practical barriers with accessible resources, and strengthen collaborative synergy through effective mechanisms. This study has equipped preschool teachers with channels for professional development, offered a reference framework for kindergarten administrators responsible for digital learning, and empowered parents to transition from “observers” to “co-nurturing partners”, thereby promotes children’s holistic development through authentic ecological interactions.

Nature Education, Digital Literacy, Digital Technology Integration, Ecological Pedagogy, Preschool Education, Teacher Professional Development