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

Jeff Mann, Tonia Gray, Son Truong, Pasi Sahlberg, Peter Bentsen, Rowena Passy, Susanna Ho, Kumara Ward and Rachel Cowper
Additional contact information
Jeff Mann: Centre for Educational Research, Western Sydney University, Sydney, NSW 2751, Australia
Tonia Gray: Centre for Educational Research, Western Sydney University, Sydney, NSW 2751, Australia
Son Truong: Faculty of Health, School of Health and Human Performance, Dalhousie University, Halifax, NS B3H 4R2, Canada
Pasi Sahlberg: Gonski Institute, University of New South Wales, Sydney, NSW 2052, Australia
Peter Bentsen: Center for Clinical Research and Prevention, Copenhagen University Hospital, Bispebjerg and Frederiksberg, 2000 Frederiksberg, Denmark
Rowena Passy: Plymouth Institute of Education, University of Plymouth, Drake Circus, Plymouth PL4 8AA, UK
Susanna Ho: Singapore University of Social Sciences, Singapore 599494, Singapore
Kumara Ward: School of Education and Social Work, University of Dundee, Nethergate, Dundee DD1 4HN, UK
Rachel Cowper: Thrive Outdoors, Edinburgh EH11 3AF, UK

IJERPH, 2021, vol. 18, issue 3, 1-10

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.

Keywords: Outdoor Learning; health; natural environments; socio-emotional; systematic review; protocol; wellbeing (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (4)

Downloads: (external link)
https://www.mdpi.com/1660-4601/18/3/1199/pdf (application/pdf)
https://www.mdpi.com/1660-4601/18/3/1199/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jijerp:v:18:y:2021:i:3:p:1199-:d:489306

Access Statistics for this article

IJERPH is currently edited by Ms. Jenna Liu

More articles in IJERPH from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().