Outdoor education is planned learning that happens outside, such as during school camping trips. These programs may include overnight trips or long trips in nature, where students take part in different exciting activities like hiking, climbing, canoeing, ropes courses, and group games. Outdoor education uses ideas and methods from experiential education and environmental education.

Scope

Outdoor education includes many planned learning activities that happen mostly outside. These activities take place in natural environments and can focus on learning about nature, learning in nature, or learning through experiences in nature. Some programs focus on taking care of the environment, while others help students grow personally or socially through challenges in nature.

Common goals of outdoor education include:

• Teaching teamwork, problem-solving, resilience, and self-confidence through activities like hiking, camping, climbing ropes courses, and canoeing.
• Helping students understand the environment, learn about ecosystems, and feel connected to the places they live.
• Supporting social and emotional growth, such as improving focus, happiness, and relationships with others.
• Improving physical and mental health by increasing physical activity, reducing stress, and boosting mood.

Outdoor education uses ideas from:

• Experiential education, where learning happens through doing and reflecting.
• Environmental education, which teaches about sustainability and respect for nature.
• Broader models like the Outdoor Learning umbrella, which includes Adventure education, Forest Schools, and Outdoor therapy.

A review of studies found that outdoor learning helps students feel more engaged and improves their well-being. However, long-term effects on school performance are not well studied. Current trends include:

• Addressing issues like spending too little time in nature and climate change.
• Including Indigenous perspectives to support learning that connects to local history and culture.
• Creating affordable and inclusive programs, such as school gardens and outdoor classrooms in communities.

Outdoor education is defined as learning that happens in, for, or about the outdoors. However, the term "outdoor education" is used in many ways to describe activities that take place mostly outside. Definitions are hard to agree on because different cultures, beliefs, and local conditions influence how it is understood.

Outdoor education is often called outdoor learning, outdoor school, Forest Schools, or wilderness education. It uses activities like teaching students to set up tents or cook over a fire. The main focus of outdoor education is the "outdoor" part, while other programs, like adventure education, focus more on challenges or environmental education focuses on nature. Expeditionary education involves trips into wilderness areas where people are visitors. These activities usually involve experiential learning.

"Education outside the classroom" includes lessons that happen outside traditional classrooms, such as biology field trips, searching for insects in school gardens, or visiting museums. This approach is growing in popularity because it helps students learn actively. In the UK, a committee reported that it helps students understand history and art better, improves social skills, and strengthens learning in geography and science. Policies in England, Scotland, and Wales support outdoor learning.

Even though research shows benefits of outdoor learning, some challenges exist. One challenge is that teachers, parents, and others may avoid activities they see as risky. Another challenge is the belief that outdoor learning is expensive. However, creating an outdoor learning space does not need to cost much. A UK teaching guide states that focusing on what children need to do, rather than what they need to have, makes outdoor learning more effective.

Linda Tallent, an educational consultant in the UK, agrees. She believes that focusing on activities and skills can create a good outdoor learning program with very little money. She quotes Will Nixon, who says, "Learning has mostly happened in the real world for most of human history. Only recently have we put it in a classroom." Studies show that learning through participation is most effective, and Tallent encourages teachers to create opportunities for students to take part in their learning.

Common goals of outdoor education include:

• Learning to handle challenges.
• Improving personal and social growth.
• Building a stronger connection with nature.
• Increasing confidence when camping with classmates.
• Helping students achieve more through better teaching and learning.

Outdoor education covers three areas: learning about oneself, learning about others, and learning about the natural world. The focus on these areas changes depending on the program. For example, a program might aim to:

• Teach survival skills in the outdoors.
• Improve problem-solving abilities.
• Reduce repeat offenses in schools.
• Strengthen teamwork.
• Develop leadership.
• Understand natural environments.
• Encourage spiritual growth.
• Provide hands-on learning experiences.

Outdoor education is often used to help people in a community feel more connected to their surroundings. A sense of place means understanding and caring about the area where someone lives. This connection is important for environmental efforts because it makes protecting ecosystems feel more personal.

History

Modern outdoor education began with separate efforts. Organized camping became common in the late nineteenth century and early twentieth century in Europe, the UK, the US, Australia, and New Zealand. The Scouting movement started in the UK in 1907 by Robert Baden-Powell. It uses non-formal education with a focus on practical outdoor activities. The first Outward Bound center at Aberdyfi in Wales was created during the Second World War. Forest schools in Denmark are examples of European programs with similar goals.

Important outdoor education pioneers include Kurt Hahn, a German educator who founded schools such as the Schule Schloss Salem in Germany. Other key programs are the United World Colleges movement, the Duke of Edinburgh Award scheme (which includes community service, craftsmanship skills, physical skills, and outdoor expeditions), and the Outward Bound movement.

In the second half of the twentieth century, outdoor education grew quickly in all areas (state, voluntary, and commercial) with more different groups of people and uses. During this time, Outward Bound spread to over 40 countries, including the US in the 1960s. Other US-based outdoor education programs include Project Adventure and the National Outdoor Leadership School (NOLS). Project Adventure uses ropes courses for activities during the day. NOLS teaches leaders for outdoor programs and other areas, including training every new US astronaut and 10% of the US Naval Academy. The Association for Experiential Education is a professional group for educators who use experiential learning. The Wilderness Education Association (WEA) is a group of college outdoor education programs that follow a set curriculum based on academic standards. (See also North America in the Around the World section.)

A history of outdoor education in the UK has been written by Lyn Cook (1999), and a history of outdoor education in New Zealand has been published in Pip Lynch's Camping in the Curriculum (2007).

Philosophy and theory

Philosophy and theory about outdoor education often focus on how natural environments affect people, the learning value of facing challenges and stress, and learning through experiences.

One idea is that being outdoors helps people feel more real or genuine because they are without many modern comforts. This can help them understand that they are part of a larger natural system and less influenced by social rules. It also allows people to see others as individuals, regardless of race, class, or religion. Outdoor education teaches teamwork because people often need to work together and depend on each other. Activities like high ropes courses or outdoor challenges can push people beyond their comfort zone, helping them grow physically and mentally.

Modern outdoor education has its origins in the ideas of:
• Comenius
• John Dewey
• William James
• Aldo Leopold
• John Locke
• John Muir
• Jean-Jacques Rousseau
• Henry David Thoreau
• Johann Heinrich Pestalozzi

Important contributions to the philosophy of outdoor education come from:
• Kurt Hahn
• Willi Unsoeld

Many theories and models from social sciences and outdoor education have been used to better understand outdoor education. Key ideas include:
• Experiential education theories
• Group development theories
• The Outward Bound Process Model
• Theories about stress, how much excitement is best, comfort zones, and mental focus
• Theories about human evolution and the idea that people naturally connect with nature.

Around the world

样的

</think>

Outdoor education takes place in most countries around the world, though it may look different based on the culture of each country. In some places, outdoor education is considered the same as environmental education, while in others, they are seen as separate. Modern outdoor education programs are most common in the UK, US, Australia, New Zealand, Europe, and to a lesser extent in Asia and Africa. Many outdoor education programs were stopped in 2020 because of the COVID-19 pandemic.

The English Outdoor Council, which is an umbrella group, defines outdoor education as a way for students and teachers to be fully involved in lessons while being outdoors. The EOC says outdoor education adds depth to the school curriculum and helps students with their physical, personal, and social development. In the UK, Learning through Landscapes supports the use of school grounds as a cost-effective and easy-to-reach place for learning and play. Forest School is also popular in the UK and provides a special approach to personal development within outdoor learning.

In Australia and New Zealand, many students participate in outdoor and environmental education. Both countries offer degrees and vocational programs in outdoor recreation. After completing their studies, teachers and outdoor leaders can find jobs in schools, private organizations, or outdoor education centers. In New Zealand, outdoor education is required as part of the Health and Physical Education curriculum, which is one of seven key learning areas. In Australia, the Australian Curriculum Assessment and Reporting Authority, with help from Outdoor Education Australia, has created curriculum materials to support outdoor education through subjects like Science, Health and Physical Education, and Humanities.

In Canada, outdoor education is often seen through outdoor camps, school-based programs, and commercial travel activities. It focuses on both technical skills, like camping and travel, and soft skills, such as group work and personal growth. These are combined with eco-adventure activities that help students connect with nature.

In Chile, outdoor environmental education helps students connect with nature, promote sustainability, and take part in activities that are connected to their local areas. Teachers in Chile believe that learning only in a classroom has limits and have started to improve students' awareness and responsibility about the environment. Some challenges exist, such as logistical issues, safety concerns, and inconsistent support from institutions. However, outdoor education remains an important and valuable way to help students engage with their local ecosystems.

In China, outdoor education is influenced by cultural and philosophical traditions that value harmony with nature and personal development in natural settings. Many educational experiences in natural environments include challenging and risky activities that are seen as moral and reflective. These activities help students develop skills in nature and create a connection to the natural world, while balancing safety and meaningful experiences.

Denmark is known for being environmentally aware. One way this is shown is through the forest school system, where children learn in the woods using nature and animals to teach basic environmental education and elementary school subjects.

In Egypt, outdoor education is part of early childhood education with a focus on sustainability. Kindergarten programs use natural spaces to teach environmental topics in a way that is suitable for young children. These outdoor settings help students interact with ecosystems, form relationships with nature, and practice sustainability through hands-on learning. Studies have shown that some children's thinking and emotional development improves when they learn outdoors, as environmental values are taught from a young age.

In Ethiopia, outdoor education is becoming more common in formal environmental education to help students understand local ecological issues and promote sustainable development. These activities often take place in schoolyards, farmland, or community green spaces. These settings allow students to directly engage with their environment. The programs focus on learning through experience and practical application, which supports Ethiopia's goals for environmental conservation and climate resilience. Teachers use traditional knowledge along with modern sustainability ideas to help students understand the environment and preserve their culture.

In Finland, "outdoor education" means teaching and learning that happens outside the classroom to meet the goals of the National core curriculum for basic and upper secondary education. In upper secondary schools, students learn about sustainable development and are encouraged to live sustainably and take action for the environment. Some vocational schools offer degrees in Nature and Environmental Studies, focusing on tourism and experience industries. Humak University of Applied Sciences offers a bachelor's degree in Adventure and Outdoor Education, focusing on technical skills for adventure sports and teaching, tourism, and entrepreneurship. Each year, 20 students are accepted into this program. Humak also offers training for teachers and others involved in adventure sports through its Open University of Applied Sciences.

In 1986, Alain Kerjean founded "Hors Limites-Outward Bound France," which is an adaptation of active learning for adults in France. He introduced the "learning through experience" movement in France. He was the first Latin country member of this network. The Honorary President is SAS Prince Albert of Monaco. In 1994, two organizations were created: Association Apprendre par l'expérience (for youth) and SARL Expérientiel (for businesses). Since 2008, Alain Kerjean has worked on outdoor education in universities in Romania and has advised training organizations in France that want to create programs based on this teaching method. His books and articles share research and information about this subject with the French public.

In India, outdoor education is becoming more common to support formal environmental education, especially in efforts to address sustainability challenges through hands-on learning. Schools have started to include activities like gardening, nature walks, and field projects in their curriculums to help students connect with ecological systems and promote environmental responsibility. Outdoor spaces in India are also used for inquiry, observation, and community-based learning, which allows students to apply what they learn.

Research and critical views

There is a lot of informal reports about the benefits of outdoor education. For example, teachers often say that their relationships with students improve after a camping trip. However, there is not much clear proof that outdoor education leads to lasting improvements in behavior or school performance. This may be because it is difficult to study the effects of outdoor education on important outcomes.

A major review of 97 studies found that adventure education programs had a positive effect on things like self-confidence, leadership, and communication skills. This study also found that these benefits lasted over time. The largest study on outdoor education (mostly Outward Bound programs) found small to moderate short-term improvements in life skills. The strongest results were seen in longer outdoor trips with motivated young adults, and some of these improvements stayed over time.

In "Adventure in a Bun," Chris Loynes suggested that outdoor education is becoming more like an entertainment experience. In another paper, "The Generative Paradigm," Loynes encouraged more creativity, spontaneity, and energy in outdoor education.

Research shows that outdoor education helps students who find classroom learning difficult. A study by Maynard, Waters, and Clement (2013) found that teachers noticed children who were seen as "underachieving" in the classroom acted differently during outdoor activities. These natural outdoor spaces seem to help reduce the idea that some students are not performing well. This is important because many studies show that teachers' expectations about students affect how well students learn.

This may also be because of a non-academic family background or a personal trait like ADHD.

In Germany, children who attended forest kindergartens showed better skills in reading, writing, math, and social interactions when they started primary school. A study followed 9th and 12th grade students who learned through outdoor education. The goal was to improve critical thinking, which means making thoughtful decisions and solving problems. Students were better at interpreting, analyzing, evaluating, and explaining ideas compared to students in regular classes.

A report called "Using the Environment as an Integrating Context for Learning" (EIC) found that learning outside the classroom helped improve scores on tests in reading, writing, math, science, and social studies. It also reduced discipline problems and increased students' interest in learning and pride in their work.

Trends

There are several important changes affecting outdoor education, including:

• Climate change
• Nature deficit disorder
• Popular trends in physical activity and fitness
• Ways people explain or justify things in society
• Changes in how schools set educational goals and measure student progress