Abstract: As an internationally recognized conservation area by UNESCO, Biosphere Reserves (BRs) aim to promote the harmonious coexistence of humans and nature through nature education, with interpretive systems serving as a primary means to achieve this mission. Although many BRs have incorporated principles of nature education into their interpretive practices, they often lack coherent theoretical guidance and a clear framework for system design. This study addresses three key questions: (1) How does the concept of nature education guide the setting of objectives and configuration of elements within World Network of Biosphere Reserve? (2) What structures, functions, and core elements should be included in these network? (3) How can optimization pathways enhance the effectiveness of interpretive systems in achieving the goals of nature education? Firstly, the relationship between interpretive systems and nature education is clarified, defining interpretive systems as integrated mechanisms composed of objectives, elements, structures, functions, and feedback processes. Secondly, with Dinghushan BR as a case study, practical examples such as the popularization of scientific research findings and the development of nature education courses are employed alongside satisfaction surveys and implementation effectiveness analyses to assess the current status and challenges of the reserve′s interpretive system. Thirdly, a nature education-oriented framework design is proposed to achieve closed-loop learning objectives across cognitive, emotional, and behavioral dimensions. This framework adheres to four principles: systematic design, participatory practice, interdisciplinary integration, and affective education, emphasizing four core elements-interpretive resources, target audiences, media carriers, and locational context. Structurally, it highlights characteristics such as resource localization, audience targeting, media diversification, and regional prioritization. The framework redefines the interpretive system as a composite of educational, managerial, and service functions that collectively advance conservation goals, scientific research, community involvement, and environmental education. Key findings include: (1) Nature education′s core characteristics provide a clear theoretical basis for interpretive system design; (2) The interpretive systems of BRs should employ systemic design to integrate multiple functions such as information dissemination, educational guidance, conservation communication, and dynamic feedback; (3) The practical application at Dinghushan validates the feasibility of this framework. Regarding existing challenges, the study suggests: (1) Optimizing the feedback loop between research and interpretation through more timely content updates; (2) Leveraging technological tools to overcome spatial and temporal limitations; (3) Strengthening community collaboration to achieve co-construction and shared benefits. This paper delineates the integrative logic between nature education and interpretive systems in BRs, providing theoretical insights and practical paradigms for similar protected areas and national parks.