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

Author

Listed:
  • Jeff Mann

    (Centre for Educational Research, Western Sydney University, Sydney, NSW 2751, Australia
    The Scots College, Bellevue Hill, Sydney, NSW 2023, 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
    Department of Geosciences and Natural Resource Management, University of Copenhagen, 1958 Frederiksberg C, 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)

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.

Suggested Citation

  • Jeff Mann & Tonia Gray & Son Truong & Pasi Sahlberg & Peter Bentsen & Rowena Passy & Susanna Ho & Kumara Ward & Rachel Cowper, 2021. "A Systematic Review Protocol to Identify the Key Benefits and Efficacy of Nature-Based Learning in Outdoor Educational Settings," IJERPH, MDPI, vol. 18(3), pages 1-10, January.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:3:p:1199-:d:489306
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    References listed on IDEAS

    as
    1. Lærke Mygind & Matt P. Stevenson & Lasse S. Liebst & Ivana Konvalinka & Peter Bentsen, 2018. "Stress Response and Cognitive Performance Modulation in Classroom versus Natural Environments: A Quasi-Experimental Pilot Study with Children," IJERPH, MDPI, vol. 15(6), pages 1-15, May.
    2. Mariana Brussoni & Rebecca Gibbons & Casey Gray & Takuro Ishikawa & Ellen Beate Hansen Sandseter & Adam Bienenstock & Guylaine Chabot & Pamela Fuselli & Susan Herrington & Ian Janssen & William Picket, 2015. "What is the Relationship between Risky Outdoor Play and Health in Children? A Systematic Review," IJERPH, MDPI, vol. 12(6), pages 1-32, June.
    3. Mark S. Tremblay & Casey Gray & Shawna Babcock & Joel Barnes & Christa Costas Bradstreet & Dawn Carr & Guylaine Chabot & Louise Choquette & David Chorney & Cam Collyer & Susan Herrington & Katherine J, 2015. "Position Statement on Active Outdoor Play," IJERPH, MDPI, vol. 12(6), pages 1-31, June.
    4. Christoph Becker & Gabriele Lauterbach & Sarah Spengler & Ulrich Dettweiler & Filip Mess, 2017. "Effects of Regular Classes in Outdoor Education Settings: A Systematic Review on Students’ Learning, Social and Health Dimensions," IJERPH, MDPI, vol. 14(5), pages 1-20, May.
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    Cited by:

    1. Daniel Gherasim, 2023. "Current Status of Outdoor Education in the Curriculum of the Romanian School to the Discipline of Religion," Research & Education, Weik Press SRL, issue 9, pages 106-127, December.
    2. Steph Scott & Tonia Gray & Jenna Charlton & Sharon Millard, 2022. "The Impact of Time Spent in Natural Outdoor Spaces on Children’s Language, Communication and Social Skills: A Systematic Review Protocol," IJERPH, MDPI, vol. 19(19), pages 1-14, September.
    3. Nicola Walshe & Hilary Bungay & Anna Dadswell, 2023. "Sustainable Outdoor Education: Organisations Connecting Children and Young People with Nature through the Arts," Sustainability, MDPI, vol. 15(5), pages 1-17, February.
    4. Virginia Gómez-Barrios & Lázaro Mediavilla-Saldaña & Vicente Gómez-Encinas & Juan José Salinero, 2024. "Effect of the Organizational Model of the Subject of Activities in the Natural Environment on Students’ Satisfaction and Learning," Sustainability, MDPI, vol. 16(19), pages 1-11, September.

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