We Are Wilderness Explorers: A Review of Outdoor Education in Canada

Abstract

Background: Outdoor education (OE) should be understood in place, time, and culture because it is not a universal teaching approach. We currently know little about what constitutes the “Canadian ways” of doing OE or what students gain from the experience. Purpose: Our goal was to (a) identify the underlying factors guiding OE programs in Canada and (b) describe the learning outcomes and psychosocial benefits of engaging in OE from the students’ perspective. Methodology/Approach: We conducted a systematic review of qualitative studies that examined OE in Canada. We searched published studies from electronic databases (1980-2018). We used meta-ethnography to synthesize the findings. Findings/Conclusions: We reviewed 21 studies reporting on the experiences of 508 students. Using thematic analysis, we identified eight themes highlighting process, goals, and learning outcomes. We developed a model that describes the common teaching components, learning process, and short-term outcomes for OE in Canada. Implications: Our results represent the first study to synthesize OE published research in Canada, which help form a unified voice and a distinctive national identity for OE in Canada. Our results serve as a catalyst for educators to share ideas, practices, and learning goals.