Abstract: Within the global shift towards a national park dominated protected area system, nature education has increasingly become a core governance tool linking ecological conservation, public participation, and social sustainability. China has made significant progress in establishing a unified national park system. However, its nature education framework remains in a developmental and refinement phase, with gaps in institutional design, coordination mechanisms, and capacity building. To address these shortcomings, this study examines the nature education system of Spain′s national parks within the European Union′s framework of Education for Sustainable Development (ESD), with the aim of extracting transferable insights adaptable to China′s local context. Through a combination of policy analysis, institutional review, and in-depth case studies, this research systematically examines the legal foundations, governance structure, curriculum system, and implementation mechanisms underpinning the development of natural education in Spain′s national parks. It particularly explores the multi-level governance model that integrates national policy guidance, regional autonomy, and site-level practice. The Aiguamolls de l′Empordà Natural Park, a representative wetland protected area in Catalonia, is selected as a case study to illustrate how scientific research, place-based learning, and social collaboration are integrated into nature education practices. This case demonstrates a mature nature education model characterized by deep integration of long-term ecological research and educational programming, diversified learning formats tailored to different age groups, and sustained participation from universities, non-governmental organizations, and local communities. Based on empirical findings, this study conducts a comparative analysis of the national park nature education systems in Spain and China, focusing on four dimensions: governance arrangements, curriculum development, social participation mechanisms, and talent cultivation pathways. The research highlights core differences between the two countries in administrative structures and traditions of social engagement, while identifying complementary strengths. Spain′s decentralized governance model and institutionalized social collaboration mechanisms effectively enhance the implementation of nature education and foster public ownership. In contrast, China′s centralized administrative coordination offers significant advantages in resource integration and large-scale implementation. From this comparative perspective, the study identifies several strategic directions for advancing nature education in China′s national parks. These include strengthening policy coordination under the existing national park legal framework, developing a curriculum system that balances standardization with localization, fostering long-term cooperation mechanisms among parks, research institutions, and communities, and establishing professional training and qualification systems for nature education practitioners. This research positions nature education as a core component of national park governance rather than a peripheral activity, offering a new perspective on how protected areas can better integrate conservation goals with public education and social participation. The conclusions also provide practical and theoretical insights for enhancing the governance capacity and long-term sustainability of China′s national park system.