Outdoor Learning and Attitude towards Sustainability of Grade 3 Teachers

Abstract

This study investigated the relationship between outdoor learning and sustainability attitudes among Grade 3 teachers, examining the extent of outdoor learning and its influence on attitudes towards environmental sustainability. Utilizing a descriptive correlation approach, the study employed survey to gather data from a sample of Grade 3 teachers. Outdoor learning was assessed across multiple indicators, including exploring nature, participating actively, working together, having fun, and discovering outdoors. Concurrently, attitudes towards sustainability were gauged through indicators related to taking care of the environment, learning about nature, and reducing waste. The results revealed a robust positive correlation between outdoor learning and sustainability attitudes, suggesting that increased engagement in outdoor learning positively influences teachers' attitudes towards sustainability. Multiple linear regression underscored the significance of all outdoor learning indicators, emphasizing their collective impact on sustainability attitudes. The regression model elucidated that exploring nature, participating actively, working together, and having fun were key contributors. This study contributes to the growing field of environmental education by empirically establishing the critical role of outdoor learning in shaping sustainable attitudes among teachers. The findings emphasize the need for educational stakeholders to prioritize and integrate outdoor learning initiatives within the curriculum, fostering a holistic approach to sustainability education.