Special education teachers’ perspectives on the value and ımplementation of outdoor learning and adventure education in Türkiye

Abstract

Abstract

This study explores special education teachers’ perspectives on the value and implementation of out-of-school learning environments in Türkiye. Using a qualitative phenomenological design, data were collected through semi-structured interviews with ten teachers working at different educational levels. Findings indicate that teachers perceive these environments as supportive of students’ social interaction, communication, motivation, and independence, as well as their cognitive, psychomotor, and self-care skills. However, the study does not claim direct causal effects, as it focuses on teachers’ interpretations rather than observed outcomes. Teachers also highlighted the role of real-life contexts in facilitating experiential learning and skill generalization. The findings suggest that out-of-school learning is understood as a flexible and meaningful educational approach, shaped by teachers’ experiences and practices. The study contributes to the literature by providing context-specific insights from Türkiye and emphasizing the importance of teacher perspectives.