A Systematic Review Protocol to Identify the Key Benefits and Efficacy of Nature-Based Learning in Outdoor Educational Settings.

Son Truong,Peter Bentsen,Rachel Cowper,Jeff Mann,Kumara Ward,Pasi Sahlberg,Rowena Passy,Tonia Gray,Susanna Ho

doi:10.3390/ijerph18031199

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.

Highlights

Learning outdoors has been the norm through most of human history
A significant proportion of Outdoor Learning occurs in natural settings, and there is a discrete body of literature on the benefits of ‘nature connection’ [85,86]
It was decided that the parameters of this review would include human-made outdoor settings as well as natural contexts, and that the synthesis of research would be sensitive to differences in outcomes across various built and natural environments

Summary

Introduction

Learning outdoors has been the norm through most of human history. Gaining an understanding of how to thrive and maintain a balance in the natural environment was the learning context for Indigenous cultures across the world [1,2]. When mass education began in the 19th century, the setting for learning moved indoors to the classroom even though playing outdoors was commonplace [3]. Many still saw the need for learning to.

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