Outdoor and Experiential Education
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Peer reviewed
Abstract
Abstract
Outdoor learning has been used in different European contexts to support personal and social development. However, the ways in which these initiatives are organised and implemented can vary according to the target group, the educational purpose, and the local context. The aim of this study was to comparatively analyze selected Outdoor Learning initiatives for young people and adults in Europe, focusing on their main characteristics and on the forms of development they promote. A qualitative exploratory review was carried out using websites of educational networks, NGOs, training centers, and institutional projects. Seven initiatives were selected from an initial set of 27 cases identified through the search process. The selected initiatives were Venture Trust, Venture Out, Forest School, KOA Aventura, Moc Warmii, Die Seminarschneider, and LIFE Trekking. The results show a diversity of program durations, pedagogical approaches, and participant profiles, but also some common elements, such as experiential learning, reflection, cooperation, and contact with nature. The analysis suggests that Outdoor Learning initiatives may support different forms of personal and social development, although their design and aims are strongly influenced by the context in which they are developed.
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@article{NavarroPatn2026Outdoor,
title = {Outdoor Learning in Europe: A Comparative Analysis of Selected Initiatives for Personal and Social Development},
author = {Rubén Navarro-Patón and Martín Barcala-Furelos and Miguel Cons Ferreiro and Almudena González-Costas and Helena Sofia Rodrigues and Jorge Esparteiro Garcia and Vítor Braga and Wellington Alves and Marcos Mecías‐Calvo},
journal = {Education Sciences},
year = {2026},
doi = {10.3390/educsci16071158},
url = {https://doi.org/10.3390/educsci16071158}
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