Problem Statement: In the modern educational system, the school is an open system of formal and informal social interactions, and its physical environment should promote social. Children in their early years need social interactions, and the spatial structure of the environment can facilitate or constrain it. Previous research shows nature positively affects children’s social interaction, but the mechanism of this effect and the involved components are not clearly explained.
Research Objectives: This study aims to identify the components of social interaction based on experts’ views, that can be created or strengthened by the nature in elementary schools.
Research Method: A mixed‑methods approach was used. First, Components were extracted from literature, then experts completed a questionnaire, and data were analyzed descriptively.
Conclusion: The findings indicate that from the expert’s perspective, Physical, behavioral-activity, and semantic components show the greatest potential for enhancement through nature; security is less affected. It can be argued that Nature in elementary school design can reinforce multiple social interaction dimensions simultaneously.