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The long-term impacts of adolescent girls' outdoor learning are rarely represented in the outdoor literature. This research explored the stories of 11 young women reflecting on an immersive month of school outdoor learning, in a remote part of New Zealand. These young women were recruited following a larger survey of school alumni. During interviews the young women described how their identities and wellbeing were shaped by their adolescent outdoor learning, which continued to impact their lives. We identified four key narratives that contributed to their empowerment. Firstly, immersion in nature was nourishing. Secondly, critical environmental approaches and living simply had a cumulative effect on wellbeing. The third narrative centred on the value of structured support alongside learning independence. These fed into an all-encompassing fourth narrative of a strong female identity. The findings demonstrate how long-duration immersive outdoor experiences as adolescents, have lasting influence on the wellbeing of young women. [ABSTRACT FROM AUTHOR]

Outdoor programs have shown holistic health benefits for participants, with recent evidence indicating that these benefits can extend long after the conclusion of the program. The methods employed in retrospective studies exploring these outcomes are diverse, leading to many different approaches. Furthermore, only a few studies reference a theoretical framework guiding the authors' approach. The primary objectives of this review were to (1) identify the purposes and outcomes from retrospective studies related to outdoor experiences, (2) summarize the methodological characteristics, and (3) compile reported methodological limitations. A Peer Reviewed Electronic Search Strategy (PRESS) was employed to search four prominent databases; Yielding 5206 candidate studies, from which 31 met the inclusion criteria. Data analysis revealed that there were four main study purposes and 22 unique outcomes. Retrospective, longitudinal, and follow-up were the three main methodological designs, with methods exhibiting significant variation and diversity. This review concludes with five suggestions for future research. [ABSTRACT FROM AUTHOR]

Background: Outdoor environmental education (OEE) is an effective learning approach that helps prepare students to address the complex problems currently facing our world. Integral theory (IT) is a comprehensive framework that acknowledges the interconnectedness between self, society, and the environment. Purpose: The purpose of this study was to examine the presence of four categories derived of IT – subjective, objective, intersubjective, interobjective – within OEE and to investigate the extent to which outdoor environmental educators consider learning experiences as a contribution to integral development. Methodology: Using discourse analysis, we analyzed 23 interviews from twelve outdoor environmental educators. We employed a deductive approach as we looked for evidence of IT categories and then adopted an inductive approach while analyzing participants' discourse for general patterns related to IT and integral human development. Findings: The four categories of IT are illustrated within OEE experiences to varying degrees of representation. Outdoor environmental educators consider learning experiences as a contribution to integral development, regularly employing systems thinking, and mindfulness, among others. Implications: The findings from our study indicate a connection between OEE, teacher sensemaking, and integral education. Furthermore, OEE can be a way to facilitate integral human development, contributing to future understandings within education fields. [ABSTRACT FROM AUTHOR]

AbstractResearch commissioned by the Scottish Government in 2022 investigated Learning for Sustainability (LfS) as it is experienced through the Scottish Curriculum for Excellence (CfE) by young people (14+ years), practitioners in secondary schools (teachers), and in community learning and development (CLD) settings. The research sought to identify best practice in LfS, its challenges, and successes since the implementation of the Scotland’s Learning for Sustainability Action Plan. The research included a questionnaire for practitioners, exploring their awareness of and engagement with LfS; along with a series of World Café events/Three Horizons focus groups with young people and practitioners. This paper situates the findings and analyses them in an international context and through the lens of critical and transformational theories of education for sustainability to provide further insight into LfS in Scotland in light of the policy and legislative backdrop for teaching and learning in this field. It contends that despite Scotland being a world leader in policy and curriculum integration regarding learning for sustainability, there are considerable gaps in what is promoted in policy and what occurs in schools and communities, in effect, denying young people the transformational educational opportunities needed to become effective agents of change. [ABSTRACT FROM AUTHOR]

Place based education (PBE) is a pedagogical approach that emphasises the connection between a learning process and the physical place in which teachers and students are located. It incorporates the meanings and the experiences of place in teaching and learning, which can extend beyond the walls of the school. PBE regained significant attention with the early 2020 outbreak of the COVID-19 pandemic, which caused large scale school closures globally and forced the rapid adoption of alternative learning environments, including teaching and learning outdoors, and learning from home. This systematic review aims to analyse English language research on PBE published in peer reviewed journals in the last twenty years. We map the themes included in this research corpus, highlight the geographical and subject specific topics where PBE is analysed, and categorise the themes that emerged from the research, according to Ardoin and colleagues' model of PBE dimensions. (Ardoin et al. [2012]. Exploring the dimensions of place: A confirmatory factor analysis of data from three ecoregional sites. Environmental Education Research, 18(5), 583–607. ). As educators, scholars and policymakers in many countries increasingly seek to integrate PBE into curricula, a broad understanding and status check of current research directions will help steer future studies of PBE, as well as help guide education policy and practice. [ABSTRACT FROM AUTHOR]

This study investigates the impact of the COVID-19 pandemic on pupils and the potential value of outdoor learning (OL) as a strategy to overcome some of the challenges educators face in helping their pupils get 'back on track'. Interviews with nine primary school staff in the South West of England explored the impact of the pandemic on pupil wellbeing, academic attainment, friendships/social skills, and behaviour. We report on the effectiveness of OL in this context. Findings indicate that OL is being deployed as a useful post-pandemic pedagogical tool. Barriers to consistently implementing OL as a teaching strategy are discussed. [ABSTRACT FROM AUTHOR]

Despite the documented benefits of nature-based learning (NBL), research around the use of NBL with autistic children from a strengths-based perspective remains sparse. To understand how practitioners perceive the experience of engaging in NBL with autistic children, we interviewed 14 practitioners from the United States, United Kingdom, and Canada. Using reflexive thematic analysis and framed through the neurodiversity paradigm, we developed three themes: ecology of affordances, practitioners undertake complex roles, and trust as a foundational building block. These themes emphasize the active role practitioners play in affirming and supporting autistic children in their NBL and play. Our analysis also acknowledges the challenges experienced by both practitioners and learners, suggesting that NBL will not be the right fit for all autistic children. [ABSTRACT FROM AUTHOR]

This article will discuss the positive impact that outdoor learning can have on young people's wellbeing (Mannion, Mattu & Wilson 2015; Tiplady & Menter, 2020). This is an exploratory study with one group of seven children, 8-13 yrs, from care experienced backgrounds who participated in forest school for 15 weeks. The programme has been developed to support young people across the city who struggle at times with the traditional classroom environment, many of whom are care experienced. Forest Schools have been successful across different part of the United Kingdom (Cudworth & Lumber, 2021; Garden & Downes, 2021).

The research carried out aims to see how the problem-based learning model with outdoor study influences students' science learning outcomes compared to conventional learning models. The population of this research was 98 students of SMPN 12 Tanjung Jabung Timur, while the sample was 26 students of class VII A and 25 students of class VII B, taken using a purposive sampling technique where class VII A was the experimental class and class VI B as a control class. This research is quantitative research using a quasi-experimental method with non-equivalent control group design. The data collection technique used in this research was a multiple choice test and analyzed using the t-test to see differences in learning outcomes with two different learning models. Based on the results of tests carried out with 20 multiple choice questions, researchers found that there were striking differences in learning outcomes where the average posttest score for experimental class students was 60 while the control class was 39.8, which was then analyzed through paired difference tests (t-test) for looked at the differences and obtained results of 0.000 < 0.05, which means Ha was accepted and H0 was rejected, which can be concluded that there are differences in student learning outcomes who use the problem-based learning model with outdoor study compared to the control class which in this case uses the conventional model. The findings obtained can strengthen evidence that the influence caused by the use of a problem-based learning model with outdoor study on the science learning outcomes of high school students is very good.

Abstract Notwithstanding actions taken to date through policy, programmes and practices, the planet remains on an unsustainable pathway. System level and individual actions are needed to address the challenges that confront us. Finding approaches to encourage individual pro‐environmental behaviours are important for shifting an individual's actions, and these changes can have systemic implications. Outdoor adventure education programmes represent an ideal context to research the development of pro‐environmental behaviours. For outdoor adventure education to effect both individual and system‐level change, it is necessary for participants to connect learning from programmes to wider contexts where they can leverage influence. One of the prominent transferable outcomes of outdoor adventure education is the ability to serve in a leadership role. This article addresses the following primary research question: What aspects of outdoor adventure education programmes promote pro‐environmental behaviour intentions among participants? It explores this by examining various learning mechanisms and design features of NOLS, a global expeditionary outdoor adventure education programme formerly known as the National Outdoor Leadership School. Data were collected and analysed from 202 NOLS programme participants from around the world through open‐ended responses completed as part of a questionnaire at the end of the programme. Results showed that the most prominent aspects of the outdoor adventure education programme that helped to promote pro‐environmental behaviour intentions were the building of conservation and environmental issue awareness, the practice of minimum impact techniques, and engagement in waste and food management. These programme aspects were produced through the learning mechanism domains of structure‐oriented learning, instructor‐oriented learning, environment‐oriented learning, instructor‐and‐student oriented learning and independent student‐oriented learning to varying degrees. Our results illuminate design features of outdoor adventure education that have potential to generate and support environmental commitment and show how pro‐environmental learning is mediated through broad exposure to an array of activities and learning mechanism domains. In combination with the leadership development components, our results suggest that outdoor adventure education programmes show promise for developing and supporting environmental commitment in individuals necessary for solving global environmental crises now and in the future. Read the free Plain Language Summary for this article on the Journal blog.

This study investigated the involvement of Italian preschool and primary school teachers in outdoor education and scouting activities and their association with student cooperation and personal care. While outdoor education has various psychophysiological, psychosocial, social, and pedagogical benefits, some teachers express concerns about their readiness to implement such activities. We hypothesized that preschool teachers are more willing to participate in outdoor education and scouting than primary school teachers. We also hypothesized that outdoor education teachers would score higher in all survey items compared to regular teachers (see Table 2). The results indicated no significant difference between preschool and primary school teachers. However, there were differences in the survey items between outdoor education and regular teachers, except for item 11. The study suggests that providing appropriate instruction and teaching tools to teachers, their students' schooling experiences and skills are likely to improve. [ABSTRACT FROM AUTHOR]

The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects and reports on the quality and effectiveness of educational provision in England. This research explores the extent to which non-mandatory curricular outdoor learning was recognised and reported by Ofsted in their inspections of state-maintained English primary schools (3–11 years) between September 2019 and February 2020. The data obtained from published reports (n = 629) using key word searches indicate mainly positive outcomes for pupils who have opportunities for outdoor learning (42% of reports). Seventy-two percent of comments related to the Early Years Foundation Stage (3–5 years) where access to an outdoor environment or planned daily outdoor activities is a statutory requirement. Inspectors reported on learning and enjoyment outcomes although some identified the need to develop quality outdoor space and learning. The data provide a proxy measure for the extent, nature and status of outdoor learning at a national level. [ABSTRACT FROM AUTHOR]

Educators have used outdoor space to support learning throughout history. Over the past several years, the COVID-19 pandemic has compelled institutions of higher education to make innovations toward planning and constructing outdoor learning spaces on campus as a necessary measure for promoting student health and safety. This scoping literature review explores the landscape of research on use of campus space developed for outdoor learning in higher education around the world. In this review, we synthesize relevant research based on descriptive characteristics, research interests, supporting theories and frameworks, technology use, and learning outcomes. Our search uncovered a range of developed (i.e., constructed) outdoor space design guidelines, outdoor learning activities, and theoretical frameworks that expand our understanding of outdoor spatial use on college and university campuses. This scoping review offers qualitative and descriptive quantitative findings and offers practical implications for higher education stakeholders as they explore possibilities for developing outdoor space on their campuses for teaching and learning. [ABSTRACT FROM AUTHOR]

The cultural approach as a social studies learning resource can be carried out using ethnography-based outdoor learning methods for elementary school students. It adopts a quantitative research methodology employing experimental techniques. The population used is class V (fifth-grade) students in a sub-district. The number of students identified was 172. The sampling technique used was purposive sampling. Purposive sampling was utilized to select participants, dividing them into experimental and control groups. The quasi-experimental approach employed a posttest-only design with a nonequivalent group procedure. Hypothesis testing was selected to further examine the relationship between the independent and dependent variables. Multivariate analysis of variance (MANOVA), was employed to analyze questionnaire responses and learning results, yielding a significant value of 0.000, which is less than 0.005, thus accepting the alternative hypothesis (Ha). The findings indicate statistically significant influence of ethnography-based outdoor learning activities for both students' engagement and academic performance in fifth-grade classrooms. These results underscore the potential of integrating indigenous knowledge-based learning innovations into elementary education. [ABSTRACT FROM AUTHOR]

The app 'Roteiro Entre-Marés' offers digital itineraries for exploring intertidal zones, such as the rocky platform of the Avencas Marine Protected Area. As users travel through the intertidal area, several challenges emphasising the biodiversity and environmental issues are presented. Eighth-grade students (n=63) used this application and were challenged to identify in situ the marine species present in different zones of the intertidal ecosystem. Then, questionnaires and interviews were performed with teachers and students to examine the utilisation of mobile apps as educational tools. The fact that they learnt a lot, autonomously, using the field guide of the app, was among the aspects that the students most appreciated, describing this app as an organised, informative, interesting, and interactive learning tool. Teachers say this is a useful didactic resource because it delivers clear and reliable information that links theory and practice. Hence, this study examines the acceptance of this mobile app as an instructional tool among students and teachers, highlighting the potential of mobile apps as educational tools. [ABSTRACT FROM AUTHOR]

In this article, we explore inconsistencies in the implementation of outdoor learning across Australian early years' education. The benefits of outdoor learning justify regular employment of this pedagogical approach in both early childhood education and primary school settings. Early childhood education services provide daily outdoor learning opportunities as required by Australian national policy documents. However, Australian primary schools are not subject to such requirements and teachers often face challenges regarding outdoor learning, thus regular implementation in primary classes can be a low priority. As children in the year before school and the first year of school have similar learning and developmental needs, we argue that the benefits of outdoor learning should be available to all children across the early years. We also recommend regular outdoor learning in the first year of schooling to promote continuity as children transition from early childhood education to primary schools. [ABSTRACT FROM AUTHOR]

This study presents a systematic review and meta-analysis synthesising the existing research on the effectiveness of interventions featuring physical challenges for developing transferable skills and psychological health outcomes. Results from 47 independent samples across 44 studies revealed that the overall proximal effects of the interventions were medium (g = 0.51) and that effects gradually diminished over time (g = 0.39). Analyses across individual outcomes revealed interventions positively influenced interpersonal (g = 0.55), intrapersonal (g = 0.53), and cognitive skills (g = 0.53), as well as psychological health outcomes (g = 0.56). Moderator analyses indicate interventions can be potentially beneficial irrespective of design and participants involved. However, the current state of the literature does not truly allow for thorough conclusions to be made regarding the appropriateness and effectiveness of physical challenge interventions for organizational settings. Plain Language Summary: Transferable skills, described as interpersonal (e.g., communication), intrapersonal (e.g., resilience), and cognitive skills (e.g., problem-solving), have been identified as indispensable human resources in modern-day workplaces. Researchers have found these skills to be associated with numerous desirable performance (e.g., productivity) and health outcomes (e.g., reduced burnout). Therefore, the demand for occupational initiatives which can develop transferable skills is growing and workplaces are increasingly looking outside of work settings for training and development opportunities. Physical challenge interventions which feature novel outdoor environments and recreational physical challenges (e.g., rock climbing and high ropes courses), in particular, are gaining popularity as a method for enhancing employees' transferable skills and psychological wellbeing. However, no review has attempted to synthesize this body of research relative to the occupational domain. This paper evaluated published literature to identify the types of transferable skills and psychological health-related outcomes that can be developed in working-age adults through participating in physical challenge interventions. Our findings suggest physical challenge interventions can have positive short-and long-term effects on transferable skills, particularly interpersonal and intrapersonal skills, and support psychological health. However, due to the current state of the literature, we are not able to determine whether positive changes transfer to workplaces nor make thorough conclusions on the appropriateness and effectiveness of physical challenge interventions for organizational settings. In our discussions, we highlight methodological limitations of the current evidence base, issues concerning intervention implementation in organizational settings, and provide recommendations for future research. [ABSTRACT FROM AUTHOR]

Forest school is a pedagogical practice widely used in the U.K., and increasingly in other parts of the world. This paper contributes to the growing body of research on forest school by focussing on how children engage with and respond to forest school. It draws on practitioners' experience of working with children to examine their perspectives on how children react to forest school. While practitioners felt the majority of children enjoyed forest school, they identified six specific groups of children who benefit. The findings are related to existing research to explore how the learning environment enables children to experience individual learning journeys at forest school. [ABSTRACT FROM AUTHOR]

This paper examines Forest School's potential to support gender equality among primary school-aged children. Using a rights-based perspective, an observational study – including children's drawings – explored children's constructions of gender in Forest School and classroom sessions. The study found that although children generally appeared more constrained by gender norms in Forest School than in the classroom, Forest School provided increased opportunities for greater freedom from these norms. These findings offer initial insights into aspects of Forest School that may address or perpetuate gender inequality, and raise questions about how Forest School practice might be adapted to support gender equality more effectively. [ABSTRACT FROM AUTHOR]

Outdoor pedagogies have gained significant traction in Early Childhood Education over the years and European traditions represent a cultural norm in what is generally referred to as Scandinavian outdoor pedagogies. This small-scale ethnographic research adopted an interpretative methodological approach and afforded opportunities to observe young preschool children engaging in an outdoor, allotment, Garden School in the centre of Oslo Norway. Here we were in the privileged position to capture moments vis a vis the environment, and whilst we acknowledge traditional child led discourses, affiliated with healthy child development, we also envisaged a world where children engaged in post-anthropocentric entanglements with human and non-human kinships. [ABSTRACT FROM AUTHOR]

The student-centred approach emphasises active learning, where students take responsibility for their own learning process, in which they are actively involved and integrate new information into their existing knowledge framework. Combining this approach with outdoor learning provides an even more effective teaching strategy. When combining these approaches, the individual needs and interests of the students must be taken into account. The research was conducted as part of The Science Visits Course among 30 prospective primary school teachers in their final years of study. The focus of the study was on the students' self-assessment of their competences in science education and on the implementation of a student-centred teaching process, including outdoor teaching. Data were collected using online questionnaires and a structured evaluation form to assess students' plans for a science visit. The research findings suggest that students find this type of work engaging and that it encourages their self-engagement, taking responsibility and working together in a group through sharing ideas and opinions. On the other hand, the student competences important for outdoor education have come to the fore to some extent, but there are still areas that can be improved, especially in the area of science content knowledge. [ABSTRACT FROM AUTHOR]

This study is the first systematic review of research on outdoor learning occurring in all disciplines and interdisciplinary areas of study at higher education institutions in the United States and published in refereed English language journals. The article describes characteristics of outdoor learning research (OLR) and outdoor learning (OL). It discusses similarities, differences, challenges and trends as well as recommending additional research. The research protocol consists of a systematic search of 10 bibliographic databases using 18 keywords and 5 structural criteria to identify articles. This yielded 183 refereed articles published between 1996 and 2020 for analysis. Results and discussion are presented in seven categories. Outdoor learning research (OLR) publication frequency is growing, but is diffused among many journals resulting in limited communication of results. OLR is not a primary focus for most authors, limiting progress in understanding and development. OLR occurs at doctoral institutions and is distributed across disciplines and interdisciplinary areas. OLR is mostly descriptive, often case studies. Theory testing and inferential research is less common. Outdoor learning (OL) occurs in many academic areas with agriculture and social sciences, sustainability and adventure being most frequent. Learning methods use constructivist theory and experiential methods. Venues are diverse. OL drivers and barriers are generic and need elaboration. Enhanced learning and improved practices are stated outcomes. OL is a growing, but disjointed component of U.S. higher education. OLR demonstrates that OL addresses changing academic and participant interests. Recommendations to enhance OL practice are provided. Suggestions are made for future outdoor learning research. [ABSTRACT FROM AUTHOR]

Notwithstanding actions taken to date through policy, programmes and practices, the planet remains on an unsustainable pathway. System level and individual actions are needed to address the challenges that confront us. Finding approaches to encourage individual pro‐environmental behaviours are important for shifting an individual's actions, and these changes can have systemic implications. Outdoor adventure education programmes represent an ideal context to research the development of pro‐environmental behaviours. For outdoor adventure education to effect both individual and system‐level change, it is necessary for participants to connect learning from programmes to wider contexts where they can leverage influence. One of the prominent transferable outcomes of outdoor adventure education is the ability to serve in a leadership role.This article addresses the following primary research question: What aspects of outdoor adventure education programmes promote pro‐environmental behaviour intentions among participants? It explores this by examining various learning mechanisms and design features of NOLS, a global expeditionary outdoor adventure education programme formerly known as the National Outdoor Leadership School. Data were collected and analysed from 202 NOLS programme participants from around the world through open‐ended responses completed as part of a questionnaire at the end of the programme.Results showed that the most prominent aspects of the outdoor adventure education programme that helped to promote pro‐environmental behaviour intentions were the building of conservation and environmental issue awareness, the practice of minimum impact techniques, and engagement in waste and food management. These programme aspects were produced through the learning mechanism domains of structure‐oriented learning, instructor‐oriented learning, environment‐oriented learning, instructor‐and‐student oriented learning and independent student‐oriented learning to varying degrees.Our results illuminate design features of outdoor adventure education that have potential to generate and support environmental commitment and show how pro‐environmental learning is mediated through broad exposure to an array of activities and learning mechanism domains. In combination with the leadership development components, our results suggest that outdoor adventure education programmes show promise for developing and supporting environmental commitment in individuals necessary for solving global environmental crises now and in the future. Read the free Plain Language Summary for this article on the Journal blog. Read the free Plain Language Summary for this article on the Journal blog. [ABSTRACT FROM AUTHOR]

The research carried out aims to see how the problem-based learning model with outdoor study influences students' science learning outcomes compared to conventional learning models. The population of this research was 98 students of SMPN 12 Tanjung Jabung Timur, while the sample was 26 students of class VII A and 25 students of class VII B, taken using a purposive sampling technique where class VII A was the experimental class and class VI B as a control class. This research is quantitative research using a quasi-experimental method with non-equivalent control group design. The data collection technique used in this research was a multiple choice test and analyzed using the t-test to see differences in learning outcomes with two different learning models. Based on the results of tests carried out with 20 multiple choice questions, researchers found that there were striking differences in learning outcomes where the average posttest score for experimental class students was 60 while the control class was 39.8, which was then analyzed through paired difference tests (t-test) for looked at the differences and obtained results of 0.000 < 0.05, which means Ha was accepted and H0 was rejected, which can be concluded that there are differences in student learning outcomes who use the problem-based learning model with outdoor study compared to the control class which in this case uses the conventional model. The findings obtained can strengthen evidence that the influence caused by the use of a problem-based learning model with outdoor study on the science learning outcomes of high school students is very good. [ABSTRACT FROM AUTHOR]

Introduction: Nature-based and outdoor learning approaches have shown promising results in enhancing English language skills and student engagement. These methods allow students to explore and interact directly with their environment. Interactive e-books have shown promise in enhancing English language skills across various educational levels. Objective: The research aims to determine the effectiveness of interactive e-books integrating nature-based and outdoor learning to improve students’ English skills and physical engagement. Methodology: This is descriptive quantitative research. The data collection techniques are interviews, questionnaires, and tests. Results: Based on the analysis, the integrated interactive e-book based on nature-based learning and local wisdom is valid and can be used in the learning process. The average value for each aspect is 4.2, which indicates that the e-book is valid. Discussion: The results of hypothesis testing and gain scores show that students in the experimental class who learned using the integrated interactive e-book based on nature-based learning and local wisdom experienced a more significant increase in learning outcomes than students in the control class. The average student score in the experimental class was 70%, a high category, while the average student score in the control class was 50%, a medium category. Conclusions: So, it can be concluded that integrated interactive e-books based on nature-based learning and local wisdom in English learning effectively increase students’ English skills.

This paper discusses the transformative potential that liberal vocationalism, aligned with contemporary visions of lifelong and lifewide learning, presents for outdoor learning across institutional and industry settings. Utilising Bernstein’s sociological theory, the paper explores this transformation through an illustrative case study of the relations, knowledges and identities of post-Year10 Outdoor Education in Western Australia (WA). The case study highlights how Outdoor Education in WA has been organised through distinct classificatory relations that exist between government, regulatory bodies and individual industry providers that serve to distinguish Outdoor Education from outdoor learning that is ongoing and able to be pursued by people of any age in many and varied learning contexts. These classificatory relations are shown to be reflected in established qualification and training structures, privileged knowledges and particular subject and learner identities. It is argued that consequently, current post-Year10 Outdoor Education provision has a generated a vision of outdoor learning and vocationalism that constrains learners’ access to and engagement with lifelong and lifewide experiences that can enhance their own and others’ lives. In response, three foci are presented that constitute a heuristic framework via which transformative possibilities can be progressed. The first focus calls for progressive relations between institutional education, industry and community stakeholders in the creative re-design of qualification structures and educational experiences. The second underlies the need for qualification and training structures to enable all learners equitable access to knowledges for lifelong and lifewide learning. The third argues for the construction of new therapeutic identities in Outdoor Education that enables learners to orientate towards an experience of outdoor learning that is autonomous and flexible in both theory and practice. The paper concludes by considering research and teaching directions that can facilitate the realisation of these possibilities. [ABSTRACT FROM AUTHOR]

This conceptual article examines the role of team-building in outdoor learning, reviews group development theory in relation to teamwork, and outlines the Behaviour Analysis model as a tool to facilitate team-building. Working with this foundation, the theory and model are combined with discussion about team, leader, and facilitator behaviours at each stage of group development. The applications are valid for all clientele in all outdoor settings. Several strong recommendations for practitioner behaviours and future research are presented. [ABSTRACT FROM AUTHOR]

This case study premised that outdoor learning situates within a unique ontological category of where learning happens, distinct from curricular (what) and pedagogical (who/how) concerns of learning. By shifting preservice teacher learning experiences during mandatory teacher education methods courses outdoors, we conjured a boundary object for where learning occurs. We collected and analysed preservice teacher reflections generated from the outdoor learning experiences. Three overarching outdoor learning dimensions (OLD) were distilled from 90 reflection-outputs: outdoors as 1) experience, 2) concept, and 3) place. Discussion considered purposes of outdoor where in teacher preparation for 21st century learning in relation to the aim of inhabitancy, through the lens of useful learning. Useful learning was scoped as learning concerned with health and wellbeing, pro-environmental actions and beliefs, and experiential/inquiry-based learning. [ABSTRACT FROM AUTHOR]

Time in nature, including in organised settings like Forest Schools, is associated with a range of benefits for child development. Parents are typically the facilitators or enablers of these nature-based experiences, particularly for those activities taking place outside of the traditional school environment. In this study, we sought to ascertain the perspectives of one group of parents, all mothers, who chose to send their children to an independent Forest School provision in England. Using semi-structured interviews, analysed using reflexive thematic analysis, we developed findings to reflect why these mothers chose to engage their children with Forest School, the value they believe is associated with their child's participation in this programme, and the ways that this influenced their parenting approach and family more broadly. Participants were motivated to seek out Forest School for their children based on their own experiences in childhood and their current interests in nature. For many of the mothers, such as several who home educate their children, Forest School embodied values they believed were important for both education and shaping child development. Finally, participants shared that Forest School provided their children, especially those with additional support needs, novel autonomy and compassion they did not find in other children's groups. Independent Forest School provisions could be an important way of enabling parents to support their children's development in a manner that aligns with their own values. [ABSTRACT FROM AUTHOR]

In this study, we enacted critical participatory action research (CPAR) within an online community of practice (CoP). The CoP was designed to build a community of outdoor play and learning (OPAL) practitioners. This paper describes how a cohort (n=18) of experienced Kindergarten to grade eight (K-8) teachers from across British Columbia shared their OPAL experiences and practice and the collective action taken. Regularly scheduled meetings over a six-month period resulted in dialogue that identified the need for quality resources that were accessible for all teachers. The concept of a website, developed for teachers by teachers experienced with OPAL, was initiated within the CPAR process. This article describes findings related to participation in a CPAR CoP, and the process of deciding upon and enacting shared action to support OPAL elementary school teachers. [ABSTRACT FROM AUTHOR]

This article will discuss the positive impact that outdoor learning can have on young people's wellbeing (Mannion, Mattu & Wilson 2015; Tiplady & Menter, 2020). This is an exploratory study with one group of seven children, 8-13 yrs, from care experienced backgrounds who participated in forest school for 15 weeks. The programme has been developed to support young people across the city who struggle at times with the traditional classroom environment, many of whom are care experienced. Forest Schools have been successful across different part of the United Kingdom (Cudworth & Lumber, 2021; Garden & Downes, 2021). [ABSTRACT FROM AUTHOR]

The untapped potential of field study science is not being fully recognized or explored within the United States despite the recorded benefits of outdoor learning within K-12 settings. This research study contributes to the broader understanding of the affordances of field study science as an essential component of science education by investigating the approaches teachers adopt when facilitating scientific observations in an outdoor setting as well as specific strategies that support implementation. Engaging in qualitative content analysis allowed us to consider the descriptive concepts represented within K-12 teachers' narratives as we determined patterns within the transcript documents. Seven themes were developed from the analysis of participants' interviews, highlighting teachers' approaches and specific strategies for supporting students as they participated in field study science observations. Understanding these effective practices can shed light on both the theoretical and practical ways that teachers can implement outdoor science observations within a formal school setting. [ABSTRACT FROM AUTHOR]

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There is a consensus that students should be involved in interdisciplinary activities that promote a solid education in STEAM subjects from an early age. The outdoor settings of schools present an advantageous context for STEAM education, allowing for a myriad of learning experiences. To understand how teachers perceive the pedagogical use of the school's outdoor space, a study was carried out in a cluster of schools in a Portuguese city, including one middle school and 10 kindergarten and elementary schools. A mixed methods approach was used, combining a questionnaire for teachers (N = 49) with interviews (N = 8). The results indicate that teachers' perceptions of the characteristics of their school's outdoor spaces either facilitate or hinder the implementation of outdoor pedagogical activities. Most teachers concur that the outdoors provides contact with nature and encourages interdisciplinary and collaborative activities. However, the teachers surveyed admit to using the school's outdoor spaces only occasionally, and this use decreases as the educational level at which they teach increases. The most common use of outdoor spaces is for physical and motor activities, promoting the well-being of children and youth. Although interdisciplinary activities in outdoor spaces are recognised, their implementation is limited and hampered by factors such as the length of curricula and the lack of training for teachers in these approaches. In this sense, there is an urgent need to train teachers in the interdisciplinary use of outdoor spaces to promote a solid education in STEAM subjects. [ABSTRACT FROM AUTHOR]

BackgroundTime in nature supports cognitive, psychological, academic, and health benefits. Outdoor time during school can provide young people with equitable access to these benefits, however, there are within-school constraints. Understanding if and how teachers can frequently and consistently incorporate outdoor time in the schoolyard into their classroom activities can inform broader implementation.MethodsA mixed-methods observational study was conducted with 17 teachers from five elementary schools. Teachers reported on how they incorporated outdoor time into their classes over an eight-week period. Data on outdoor time, activities, locations, barriers, motivations, and facilitators were collected through surveys on 15 randomly pre-selected days, and through a post-survey.ResultsOn the 15 randomly selected days surveyed, classes went outside 78% of the time, ranging from 6–15 outdoor days per class, and 0–285 min per day. Time, activities, locations, motivations, barriers, and facilitators varied across classes and days. The most common activities were free play (n = 138) and intentional engagement with nature (n = 57). Health benefits (n = 68) and having time (n = 58) were the most common motivations teachers reported for incorporating outdoor time.Implications for school health, policy, practice, and equityConsistent outdoor time in the school day can support students’ wellbeing and academic success. Encouraging free play, highlighting the health benefits, using a systems approach, and flexible implementation may help teachers increase their use of outdoor time during the school day.ConclusionTeachers consistently incorporated outdoor time, but implementation varied across classes and days. Implementation findings from this district could help inform practices at other schools.

Outdoor learning can relate students with environment, community, society and themselves. It can benefit students of all ages and successful in a variety of settings. Furthermore, it can enrich the curriculum and improve educational attainment. So, the present study has tried to explore experience of PhD candidates in Medical Education through a focus group. Data were collected from PhD students in medical education after participating in an outdoor session through a focus group which is frequently used as a qualitative approach to gain an in-depth understanding of social issues. Data were analyzed through conventional content analysis approach. Fifteen PhD candidates participated in focus group. Most of them aged above 35. The majority of them were working at Education Development Center (EDC), the rest were clinical practitioner, faculty member and people involved with educational activities. As to conventional content analysis of data, two main categories of instructional and inspirational sides of outdoor learning had emerged with three (Different physical space, Environmental distractors, and Innovative teaching method) and four subcategories (Informal communication, Attractive learning environment, inducing reflection, and making a new viewpoint) respectively. It is recommended to include the outdoor learning experience to provide situations for research and practice. It should be noted that curriculum reform might be necessary for planning the Outdoor learning environments and associated teaching learning methods.

Facilitating the exploration of adolescents' questions regarding nature is vital. Research suggests that their questions are important as they can reveal their interests in particular subjects and further guide their learning process. We designed a quasi-experimental study for 68 adolescents in an outdoor and indoor setting to assess the efficacy of the audio-learning materials in promoting their interest in learning more about nature. Although we did not find differences between the two settings, results show that the audio-learning materials impacted questioning by guiding participants' focus on specific topics and promoting perceived learning. Participants also reported high satisfaction with the audio-learning materials and willingness to hear more and/or recommend them to others. As a result, we discuss the motivational role of audio-learning materials in promoting adolescents' exploration of nature and interest in learning about nature-rich environments. We believe our study has educational and design-related implications. It problematizes how audio-learning materials may bring adolescents closer to nature and tests the potential of mobile technology as a medium. Our study also builds on existing educational strategies by further adding the importance of valuing the concept of place and its ecological and social dimensions to enhance adolescents' contact with and interest in nature. [ABSTRACT FROM AUTHOR]

Outdoor learning encompasses a wide range of educational activities, from local natural play areas to formal school curriculum classes. Despite growing evidence of its benefits, outdoor learning is still underutilized in Malaysia's early childhood education system. Hence, this study aims to investigate preservice teachers' perceptions of the impact of outdoor learning on children's well-being since future teachers' perception is the most important indicator in predicting their intention to use it in the future. A quantitative approach was used, and the questionnaire was distributed to 63 pre-service teachers studying at Universiti Selangor, Malaysia. Based on the findings, the majority of respondents agree that outdoor learning benefits children's well-being, especially their social and psychosocial well-being. Thus, this study provides insight into the significance of outdoor learning on children's learning experiences and that it should be utilized more frequently in the classroom. [ABSTRACT FROM AUTHOR]

This article presents a thorough analysis of outdoor and informal learning in science education by applying bibliometric methodologies. A comprehensive search was conducted across scholarly databases using specific keywords related to outdoor and informal learning in science education. The data collected underwent thorough analysis using a range of bibliometric indicators to assess trends in publication, citation patterns, and collaboration networks within the field. Key aspects such as yearly publication rates, primary sources, and the geographic distribution of authors were explored in this study. The objective was to understand the network of collaboration and research diversity across different regions in outdoor and informal learning within science education. The bibliometric analysis revealed a steady increase in the number of publications over time, reflecting the growing significance of this topic. Citation patterns and collaboration networks highlighted key works and influential researchers shaping the field. The study also found global participation, with contributions from authors across numerous regions worldwide, demonstrating extensive geographic distribution. These findings provide valuable insights into current trends and important areas for future research. Academics, researchers, and policymakers can leverage this information to guide their work and develop targeted strategies to enhance outdoor and informal learning in science education. [ABSTRACT FROM AUTHOR]

This article explores ways of learning in the fresh air as an alternative to the formation of value orientations to the regional flora. In addition to the formation of value orientations, outdoor learning: improves concentration, reduces stress and increases the learning motivation of students. Thus, our research, within the framework of the formation of value orientations, was carried out in the fresh air and was focused on practical work with the flora of the region. The authors investigated the value orientations in relation to the regional flora of 6th grade students. The acquired knowledge was measured by a qualitative method, in order to obtain better positively reliable results. This emphasizes the importance of outdoor education, which can contribute to the formation of value orientations to the regional flora, a deeper understanding and appreciation of the environment, the development of environmental literacy and the popularization of the science of biology, in general, and the lesson of biology, in particular. Such results can be useful for biology teachers and university educators, who can use such training to improve students' knowledge and attitudes towards regional flora. Also in this article, it is very important to further analyze the factors that contribute to or hinder the achievement of successful outdoor learning outcomes in order to maximize their potential effect. [ABSTRACT FROM AUTHOR]

A growing evidence base has demonstrated the value of Forest School as an outdoor learning approach which supports a range of benefits including improved physical, social and mental wellbeing, increased confidence and self‐esteem and the development of problem‐solving skills. However, critics of Forest School have argued that a lack of theoretical coherence and detail risks the misinterpretation of Forest School and its pedagogy by both practitioners and researchers. This paper responds to these concerns, establishing a comprehensive and detailed theoretical framework for Forest School. Through a thorough examination of evidence supporting Forest School delivery, we examine the theoretical keystones of this pedagogical approach to inform an interdisciplinary theoretical understanding of Forest School. We argue that Forest School is a particular socially constructed approach to outdoor education, which is informed by social constructivist experiential learning theory. This is driven by two core components. First, play‐pedagogy, which includes the opportunity to experience risk and be creative. Next, biophilic interaction, which examines the human innate desire to be in nature. This is informed by the cultural origins of Forest School development as underpinned by Nordic notions of friluftsliv and by theories of place attachment. Taken together, this theoretical framework considers the breadth of knowledge that underpins Forest School and recognises its growing evidence base, which positions it as a rich and valuable pedagogical approach. [ABSTRACT FROM AUTHOR]