The present study aimed to identify the characteristics of a kindness towards nature curriculum model for elementary school students. This qualitative research was conducted using a synthesis research strategy. The reviewed sources included relevant domestic and international studies published between 1389–1403 SH (2010–2024 AD), from which 27 studies were selected for final analysis based on inclusion criteria. Data were collected using a researcher-developed worksheet and analyzed through Roberts’ six-step model, resulting in the extraction of 106 codes organized into seven components. The findings indicated that the proposed curriculum has an integrated and holistic structure grounded in child-centered principles and focused on the development of children’s socio-emotional learning. It emphasizes active and experiential learning strategies, the development of positive knowledge, attitudes, and compassionate behaviors toward nature, and attention to learners’ local environments. Additionally, the model addresses six curriculum elements, including objectives, content, teaching methods, learning experiences, learning environment, and educational assessment, with an emphasis on supportive learning settings and qualitative, formative assessment approaches. The results provide a theoretical foundation for designing and revising elementary school curricula with an ethics-oriented and nature-friendly approach.