Abstract
Outdoor Learning in natural environments is a burgeoning approach in the educational sector. However, the evidence-base of research has not kept pace with teacher perceptions and increased practitioner usage. Anecdotal evidence and formal research suggest the significant health and wellbeing benefits of nature connection. Offering low-cost, non-invasive pedagogical solutions to public health challenges—particularly around mental health, wellbeing, physical literacy, and increasing physical activity–the pedagogical benefits of Outdoor Learning are yet to be fully enunciated. The proposed systematic review will search for studies across eight academic databases which measure the academic and socio-emotional benefits of Outdoor Learning, with a focus on school-aged educational settings. Using the inclusion criteria set out in this paper (and registered with PROSPERO: CRD42020153171), relevant studies will be identified then summarised to provide a synthesis of the current literature on Outdoor Learning. The goal of this review is to document the widespread international investigation into Outdoor Learning and its associated benefits for development, wellbeing, and personal growth. The systematic review will provide insights for teacher-training institutions, educational policy makers, and frontline teachers to improve the learning experiences of future students.
DOI
10.3390/ijerph18031199
Publication Date
2021-01-29
Publication Title
International Journal of Environmental Research and Public Health
Volume
18
Issue
3
Publisher
MDPI
ISSN
1660-4601
Embargo Period
2024-11-19
First Page
1199
Last Page
1199
Recommended Citation
Mann, J., Gray, T., Truong, S., Sahlberg, P., & et al. (2021) 'A Systematic Review Protocol to Identify the Key Benefits and Efficacy of Nature-Based Learning in Outdoor Educational Settings', International Journal of Environmental Research and Public Health, 18(3), pp. 1199-1199. MDPI: Available at: https://doi.org/10.3390/ijerph18031199
