Uso de entornos de aprendizaje naturales y al aire libre para potenciar el desarrollo sensorial y socioemocional

Educational contact with nature has gained renewed importance due to its potential to foster holistic learning. This article presents a narrative systematic review on the use of natural and outdoor learning environments and their impact on sensory and socio-emotional development from early childhood to secondary education. PRISMA and JBI guidelines were followed for the search and synthesis of empirical studies and reviews published between 2000 and 2025 in Scopus, Web of Science, SciELO, and Dialnet. Convergent evidence indicates that outdoor interventions are associated with improvements in attention, self-regulation, executive functions, and social bonds, as well as with stress reduction and increased well-being. On the sensory-motor level, play in natural settings enhances proprioception, balance, and coordination. At the socio-emotional level, progress is observed in cooperation, empathy, classroom climate, and coexistence. Explanatory mechanisms (Attention Restoration and Stress Reduction), implementation conditions (safety, inclusion, curriculum), and educational policy recommendations for Latin America are discussed. The conclusion is that re-naturalizing schools and planning regular nature-based learning experiences constitutes a cost-effective and equitable pedagogical strategy.