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Perceptions and Representations of Romanian School Teachers Regarding the Design and Implementation of Didactic Activities in the Perspective of Outdoor Education

 

 

Abstract

The research explores the perceptions and representations of Romanian schoolteachers regarding the design and implementation of didactic activities from the perspective of outdoor education (OE). The study involved 642 teachers from various curriculum areas, focusing on their pedagogical practices and how they integrate outdoor education into teaching, learning, and assessment processes.

The findings emphasise the potential of outdoor education to enhance students’ cognitive, social, and emotional development by fostering collaboration, critical thinking, and environmental awareness. Teachers perceive outdoor education as an extension of formal classroom learning, offering practical and engaging contexts that reinforce theoretical concepts. However, challenges such as logistical constraints, lack of resources, and the limited diversity of outdoor activities hinder its full integration into the school curriculum.

The study concludes that outdoor education can significantly enrich the educational experience, provided it is systematically planned and aligned with curriculum objectives. Proper teacher training, resource allocation, and institutional support are critical for successful implementation. Outdoor education emerges as a valuable tool for promoting holistic learning and bridging the gap between theoretical knowledge and real-world application.

 

Keywords

outdoor education, curriculum design, teaching strategies, experiential learning, holistic development

JEL Classification

I20, I21

 

1. Introduction

Gap in Literature Addressed:
The research identifies and addresses a notable gap in the literature regarding the integration of outdoor education (OE) into formal school curricula, particularly in the Romanian context. While numerous studies emphasise the benefits of outdoor education for students’ cognitive, social, and emotional development, there is limited research exploring:

  1. Teachers’ perspectives on the practical implementation of outdoor activities in alignment with curriculum objectives.
  2. Challenges and strategies for incorporating outdoor education as a formal component of teaching, rather than treating it as a supplementary or extracurricular activity.
  3. The Romanian educational framework, which has unique systemic, cultural, and resource-related constraints that influence the feasibility and effectiveness of outdoor education.
  4. The lack of empirical studies focusing on secondary and high school levels, where curriculum requirements are more rigid and theoretical, leaving little room for experiential approaches like OE.

Objective of the Study:
The primary objective of the study is to explore and analyse Romanian teachers’ perceptions regarding the design and implementation of outdoor education activities within the school curriculum. Specifically, the study aims to:

  1. identify teachers’ views on the suitability of curriculum contents for outdoor education and the benefits of integrating these activities into teaching, learning, and assessment processes.
  2. evaluate the perceived benefits and challenges of outdoor education in fostering students’ knowledge, skills, and attitudes, with a focus on critical thinking, collaboration, and environmental awareness.
  3. investigate the interdependence between outdoor and formal education, assessing whether outdoor education can complement and extend classroom-based learning.
  4. provide recommendations for effective integration of outdoor education into the Romanian school curriculum, including the necessary planning, resources, and teacher training required for its success.

By addressing these objectives, the study seeks to bridge the gap between theoretical frameworks on outdoor education and its practical application in a formal educational context.

The course of the contents is carried out through learning tasks, which are a complex of learning activities aimed at certain concrete learning results. These concrete results can be expressed through specific knowledge acquired and skills/skills practiced within the learning activity (Cucoș, 2014, p. 253).

Applying the curriculum in the classroom requires each teacher to customise and, as appropriate, diversify the learning tasks associated with each content, so that school progress is ensured for each and every student (Stoian & Repida, 2024, p. 172), but at the same time we also take into account teachers’ high workload, stress, strong focus on goals and the desire to improve their work-life balance (Amitai & Van Houtte, 2021; Diliberti et. al., 2021 ; Perryman & Calvert, 2019; Räsänen et al., 2020).

Outdoor education (OE) represents a transformative approach to teaching and learning that extends beyond traditional classroom boundaries. It offers students the opportunity to engage directly with their environment, fostering a holistic development that integrates cognitive, social, and emotional growth. This research explores the key benefits of outdoor education, the challenges teachers face in its implementation, and its potential to complement formal education while addressing critical gaps in learning approaches.

One of the most significant advantages of outdoor education lies in its capacity to improve students’ well-being. Studies show that activities conducted in natural environments can reduce stress and anxiety, promoting a positive state of mind that enhances engagement and motivation (Dettweiler et al., 2022). Furthermore, the collaborative nature of outdoor education fosters critical social skills such as teamwork, communication, and empathy. These activities, which often require students to solve problems collectively, also encourage critical thinking and decision-making (Bølling et al., 2019).

Outdoor education is particularly effective in bridging the gap between theory and practice. By situating learning within real-world contexts, students gain hands-on experience that reinforces classroom concepts. This experiential approach not only deepens understanding but also cultivates curiosity and a lifelong love of learning. For instance, exposure to natural ecosystems during science lessons can bring abstract topics to life, stimulating intellectual and emotional engagement.

Despite its benefits, implementing outdoor education poses several challenges, especially for teachers. The additional workload required to design and execute outdoor activities can exacerbate existing stress levels, particularly when educators are already navigating heavy responsibilities and administrative demands (Amitai & Van Houtte, 2021). Moreover, logistical constraints such as limited resources, inadequate training, and a lack of suitable outdoor spaces further hinder the effective integration of outdoor education into school curricula.

Another critical challenge is the perception that outdoor education is supplementary rather than integral to formal education. This mindset can lead to inconsistencies in its application and a lack of alignment with curriculum objectives. Teachers must often navigate bureaucratic hurdles to justify the inclusion of outdoor activities, which can discourage innovative pedagogical practices.

To maximise the potential of outdoor education, it is essential to view it as an extension of formal classroom learning. When thoughtfully planned, outdoor activities can enrich students’ understanding of curriculum topics while fostering skills that traditional methods may overlook. For example, incorporating outdoor experiments into science lessons or using field trips to explore historical landmarks can provide practical contexts that reinforce theoretical knowledge.

Teachers play a pivotal role in this integration. They must be equipped with the tools and training to design activities that align with curriculum goals while addressing the diverse needs of their students. Additionally, collaboration with parents, community organisations, and policymakers can help overcome resource and logistical challenges, ensuring that outdoor education is accessible and impactful.

Outdoor education’s emphasis on experiential learning supports the development of well-rounded individuals. Beyond academic achievement, it nurtures personal traits such as resilience, adaptability, and environmental stewardship. By engaging with nature, students develop a deeper appreciation for the environment, fostering a sense of responsibility toward sustainable practices.

Teachers, too, benefit from outdoor education. Studies indicate that educators who incorporate outdoor teaching report higher levels of satisfaction and lower stress, highlighting the reciprocal advantages of this approach (Fägerstam, 2013). This positive feedback loop between teacher well-being and student outcomes underscores the transformative potential of outdoor education in creating a dynamic and supportive learning environment.

Outdoor education offers a powerful platform for enhancing learning and personal development. By addressing both cognitive and socio-emotional dimensions, it prepares students to navigate complex challenges with creativity and confidence. However, its success depends on strategic planning, adequate resources, and a shift in educational paradigms to embrace outdoor learning as a core component of the curriculum. With the right support, outdoor education can bridge the gap between theory and practice, fostering a generation of learners equipped with the knowledge, skills, and values needed to thrive in an ever-changing world.

 

2. Literature Review

Studying the scientific literature in the field of outdoor education gives us a clear understanding of the key terms and concepts associated with outdoor education, such as experiential education, nature education, outdoor school, nature learning, etc. These are useful for gaining a broad understanding of existing research in outdoor education. They synthesise and analyse the findings of multiple studies, providing a broader perspective on evidence and trends. An in-depth understanding of the experiences and perspectives of participants in outdoor education programmes can be gained through qualitative research and case studies. They can provide important details about the processes and impacts of outdoor education programmes, experimental and randomised controlled trials. They can provide data on short and long-term effects on specific indicators such as academic achievement, mental health or social skills.

Identifying and analysing the factors that contribute to the success of outdoor education programmes is essential for developing and improving practice. This may include aspects of curriculum design, teacher training, available infrastructure and resources, community involvement and other relevant factors. The use of sound theoretical frameworks can help to understand the processes and mechanisms involved in outdoor education. For example, theories such as social learning theory, ecological theory or stress and recovery theory can provide a useful conceptual framework for research and interpretation. As outdoor education can have long-term effects on the development of children and young people, longitudinal studies and research that follows participants over time are valuable in assessing the sustainability of these effects. The holistic and multifaceted approach of examining the scientific literature in the field of outdoor education can provide a deeper understanding of the processes, effects and factors involved in nature integration in education.

A growing body of research demonstrates how students can benefit from outdoor learning, not only in terms of curriculum, but also in terms of social, personal and physical development (Mann et al., 2022; Griffin et al., 2024).

UNICEF’s report on factors influencing child well-being in rich countries lists “good mental well-being” as a “key aspect of quality of life” and notes that “time spent outdoors is linked to significantly higher levels of happiness” United Nations Children’s Fund Office of Research – Innocents. Worlds of Influence: Understanding What Shapes Child Well-being in Rich Countries (2020). https://www.unicef.org/innocenti/reports/worlds-of-influence (accessed April 23, 2024).

Interaction with nature can help reduce stress and anxiety levels in children and adolescents. Fresh air, the sound of birds and the smells of nature can have a calming effect on the nervous system. Spending time in nature can increase your level of happiness and emotional well-being. Exposure to sunlight and natural light can stimulate the production of serotonin, the neurotransmitter associated with positive mood (Moll et al., 2022).

Nature provides a natural break from excessive stimuli and constant demands, allowing the brain to rest and refocus. This can improve the ability to focus and pay attention. Nature experiences provide opportunities to learn and connect with the natural world. Children and adolescents can develop a greater respect for the environment and a deeper understanding of ecosystems and natural cycles (Scott et al., 2022). Exploring the natural environment provides a wealth of stimuli for imagination and creativity. Children and adolescents have the opportunity to discover and experiment, which can stimulate creative thinking (Johnstone, 2022).

In Romania, outdoor learning is used in education, especially in formal education institutions. Also, studies (Câmpan & Bocoș, 2020, pp. 114-118) show that outdoor education can develop more skills, more effectively than any other educational strategies or methods. Furthermore, 21st century education (Yildiz, Eroglu & Besikci, 2022, pp. 275-288) identifies cutting-edge emerging topics in outdoor education research that are important to both outdoor education theory and practice, aimed at the development of key competences offered by the European Union (Recommendation of the Council of the European Union on key competences for lifelong learning (2018/C 189/01), annex 1, pp. 7-11), such as transversal competences and skills life.

School subjects from the field of new types of education were introduced into national school curricula (Torkos & Pasinszky, 2020, pp. 57-74) and a stronger emphasis was placed on counseling and personal development subjects in primary and secondary schools, where students they can develop certain skills that can help them become useful adults and engaged members of society.

Comparatively, in the Nordic school, the concern with using outdoor education to develop teaching strategies is mainly aimed at sustainable development. Three study programmes – Finnish, Swedish and Icelandic – (Seikkula-Leino et al., 2021, pp. 13-22) incorporated both entrepreneurship education and sustainable development into the curriculum, often not very explicitly. The argument used was that environmental issues have become more and more present in global discussions, and the inclusion of environmental content in educational programmes is important to form aware and responsible future generations.

Formal education institutions (Damoah and Omodan, 2022) can include project-based learning in a Learning Curriculum for Action Competence in Sustainable Development (ACiSD), which comprises six dimensions of implementation, namely: (1) project duration and team arrangements, (2) subject selection, (3) student support, (4) teacher support, (5) learning environments, and (6) digital access and equity (Kalla et al., 2022, p. 14).

With the support of various personal and institutional mobile technologies, many physical and virtual spaces can be transformed into interesting and motivating hybrid learning settings (Vlachopoulos et al., 2023, p.18). Technical skills and knowledge are not enough to become a good outdoor educator (Mettis & Väljataga, 2021, pp. 498-513), as an understanding of teaching and learning, also known as pedagogical content knowledge, is necessary for teaching outdoor education (OE), which has often been defined in contrast to formal education (North & Dyment, 2021, p. 173-186).

Although there is a notion of a Nordic tradition of outdoor education in the international literature, research from Nordic countries is rarely included in reviews. Therefore, a scoping review (Remmen & Iversen, 2023, pp. 433-451) provides an overview of empirical studies on outdoor education (grades 1-13) in the Nordic countries. Of the 586 results, 52 studies met the inclusion criteria and underwent descriptive and content analyses. Most studies are qualitative and located in primary school contexts. Several school subjects covered outdoor education, such as friluftsliv, mathematics and language. Content analysis indicates that teachers’ perspectives are most frequently investigated, followed by the nature of outdoor education, well-being and cognitive learning. Fewer studies investigate teaching and learning processes, digital resources and outdoor sustainability education.

Another study (Cevher, 2022, pp. 1-15) found that improving the amount and content of outdoor education by teachers leads to improvements in three interconnected categories: change in pedagogical approach, personal development, and student development. These categories consider the development of skills in overcoming obstacles, approach to risky play, communication style, child-centred practices, self-efficacy, emotional self-regulation, motivation to teach, problem-solving skills, and holistic child development. Furthermore, all these categories are mutually reinforcing.

How residential outdoor environmental education programmes are perceived by teachers who accompany their students to such activities has rarely been investigated. In this sense (Cincera et al., 2021, pp. 243-257) interviews were conducted with 17 elementary school teachers who participated in one of the five selected residential programmes in the Czech Republic during 2018-2019. As the results show, all teachers felt that the residential programmes were beneficial for teaching outdoor activities.

However, most teachers reported that the most significant result was the improvement of students’ interpersonal competence and the relationship between teachers and their students (Pîrciu & Niţulescu, pp. 292-297). Interestingly, the effect of residential programmes on the development of students’ environmental understanding, attitudes and values ​​has remained secondary to teachers’ concerns or has been questioned. The aspect that the teachers appreciated the most was the application of experiential learning methods that provide situations that value the emotional state of the students. The value of natural environments for developing children’s self-identity and social skills has been known for some time, and more recently the potential of nature-specific outdoor learning (excluding built environments) for school outcomes has been explored (Pricob, 2020).

Connecting children with natural spaces benefits their physical and mental health (Mann et al., 2022, p. 18). Thus, in a systematic review Mann et al. (2021) identify studies from eight academic databases that measure the cognitive and social-emotional benefits of outdoor learning, with a focus on its associated benefits for development, well-being, and personal growth.

 

3. Methodology

The introductory data from the questionnaire provides a foundation for formulating hypotheses to evaluate the interest in outdoor education activities based on factors such as the discipline taught, teaching environment (urban/rural), school level (middle school/high school), teaching experience, and professional degree. Cross-Tabulation analysis using SPSS (Analyse > Descriptive Statistics > Cross-Tabulation) facilitated the exploration of relationships among these variables.

Analysis revealed a disproportionality in respondent distribution between urban (461) and rural (181) teaching environments. Interestingly, rural teachers displayed higher engagement in applying outdoor education practices, potentially leveraging their proximity to natural settings. Conversely, urban beginner teachers (1–5 years of experience) and senior first-degree teachers (21–35 years of experience) showed heightened interest in outdoor activities, reflecting a diverse range of motivations.

Most respondents were urban educators, with subjects like Romanian, physical education, and biology overrepresented at the high school level due to more teaching hours. The overall distribution included 275 middle school and 359 high school teachers, ensuring balanced representation in terms of school level, albeit with specific subject-level variations.
Responses primarily originated from Iași County, complemented by submissions from other counties and Bucharest Municipality. The mode of questionnaire distribution influenced participation rates, with higher engagement from teachers who received personalised communication, such as individual WhatsApp messages, compared to bulk emails.

The data from 642 questionnaires were encoded into SPSS, facilitating detailed statistical analyses. This process ensured proper coding and allowed for the identification of any inconsistencies or variances in responses.

Item analysis assessed the psychometric characteristics of each question, including validity, reliability, and discrimination. Internal consistency was evaluated using Cronbach’s alpha:

The alpha coefficient for the dimension assessing the Romanian school curriculum’s openness to outdoor teaching, learning, and assessment was α = 0.829, indicating very good reliability.

High internal consistency across dimensions ensured that the questionnaire effectively captured the intended constructs.

Rural educators demonstrated a higher propensity for incorporating outdoor education, likely due to the accessibility of natural resources. The findings suggest rural settings may offer unique opportunities to develop outdoor-based pedagogical strategies.

Beginner urban teachers and experienced first-degree rural educators exhibited significant interest in outdoor education. This highlights a dual motivation: exploration by novices and a research-driven approach by seasoned professionals.

Overrepresentation of subjects like biology and physical education aligns with the practical, activity-oriented nature of outdoor education, offering valuable insights for curriculum designers.

The lower participation from rural areas, attributed to logistical barriers and the absence of direct researcher interaction, underscores the need for tailored outreach strategies to ensure equitable engagement.

Tailored professional development programmes to support outdoor education in both urban and rural settings.

Strategies to address participation disparities, such as leveraging localised communication channels.

Further investigation into subject-specific applications of outdoor learning to maximise its impact across disciplines.

This data-driven approach sets the foundation for exploring the broader integration of outdoor education in Romanian schools, with an emphasis on leveraging natural settings and addressing the contextual challenges highlighted in this study.

A quantitative, positivist approach was chosen for this study. The goal of the quantitative paradigm is to discover generalisable relationships between aspects by collecting broad data from a large sample (Braun & Clarke, 2013). The positivist paradigm sees knowledge as testable and objective (Cohen et al., 2018). This means that by conducting research, a part of reality can be discovered that is true for everyone and exists independently of the researcher. However, some researchers argue that positivism dehumanises social science or is an inappropriate choice given the complex nature of outdoor learning (Cohen et al., 2018; Reed, 2022).

The aim of the research, entitled Perceptions and Representations of Teachers from Romanian Schools Regarding the Design and Implementation of Didactic Activities in the Perspective of Outdoor Education, is the following: to identify and valorise the teachers’ opinion regarding the contents that are suitable for the use of outdoor education in teaching, learning and assessment (objectives, benefits, results), after analysing the answers to the questionnaire administered.

Integrating outdoor activities into the school curriculum provides students with varied and relevant educational experiences, thus contributing to the development of their skills. This hypothesis suggests that participation in outdoor activities can provide interactive and tangible learning opportunities compared to traditional teaching methods, and that these activities can be aligned with the goals and content of the school curriculum.

The research hypothesis was formulated as follows: designing outdoor activities in relation to some skills from the school curriculum is an effective way of providing varied and relevant educational experiences for students.

The research focuses on three fundamental aspects of the educational process: the curriculum, the influence of outdoor education in the generation and development of knowledge, attitudes, skills, beliefs and behaviours of students and, of course, the realisation of positive teaching-learning-evaluation experiences.

The sample of 642 teachers from all curriculum areas, to whom we presented the research procedures in accordance with ethical principles, were informed that the questions related to personal pedagogical practices (teaching, learning and assessment experiences, in general, and the way in which he approaches teaching in a specific context); the fact that outdoor education is a concept that takes into account a whole educational programme based on experiences and practical activities that take place outside the classroom, in the natural environment, and that specific elements of outdoor education, within the discipline taught; the fact that outdoor education is a concept that takes into account a whole educational programme based on experiences and practical activities that take place outside the classroom, in the natural environment, and that specific elements of outdoor education can be introduced in the subjects registered in the curricula of the areas, since both the content and the general and specific competences allow such approaches.

Ensuring the anonymity and confidentiality of the data provided, as well as the fact that there is no risk associated with completing this questionnaire, respecting the obligations regarding the processing of personal data and the results of the study: “In accordance with Regulation (EU) 2016/679, on the protection of individuals with regard to the processing of personal data, as well as with Law no. 506/2004 regarding the processing of personal data and the protection of private life, the initiator of the present study has the obligation to manage in safe conditions and only for the specified purposes the personal demographic data provided by each individual participant.

The collection of personal data is carried out strictly for the purpose of verifying the fulfilment of the criteria necessary to participate in the current study. The statistical processing of the data provided will be analysed at the sample level and will not be presented at the individual level”. Thus, the results obtained from the statistical analyses will be used to carry out this study. The research ethics committee of the Faculty of Psychology and Educational Sciences, “Alexandru Ioan Cuza” University in Iaşi, gave opinion no. 490/27.03.2024 for conducting research in our study.

The sample of 642 teachers was recruited by individual communication and sending the questionnaire in Google Forms document format on WhatsApp, by sending emails to the schools that appear in the list of national school units, and by completing the questionnaires in physical format when they were handed out in different schools. Thus, out of more than 12,000 emails sent to all secondary schools, high schools, colleges and vocational schools in Romania, approximately 3% responded by filling in electronic format, i.e. 384 respondents, another 47 teachers are colleagues from the Sports High School Iași, who completed the questionnaires in printed format with a pen, another 146 teachers, who completed the questionnaires in printed format with a pen, are religious and Romanian colleagues met during the specific Olympics, and 65 teachers, who completed the questionnaires in format printed with a pen, there are respondents from the second wave, i.e. through fellow teachers who graduated from the Iasi Sports High School and personally sent the questionnaires to other colleagues from the schools where they teach.

The structure of the questionnaire used in the research

The first seven questions of the questionnaire follow the opinion of the teachers regarding the implementation of the objectives of outdoor education in the teaching, learning and evaluation of the subjects provided in the school curriculum at the grammar school and high school level in the Romanian school.

Questions from 1 to 7 (see Appendix no. 1) sought to identify the teachers’ opinion, on a Likert scale from 1 to 5, where 1 means never; 2 – rarely; 3 – sometimes; 4 – many times; and 5 always, to what extent is it possible that the activities specified in the first part of the research can be carried out respecting the school curriculum (Item 1), the study programme (Item 2); these activities build the link between theory and practice (Items 3 and 4); to what extent can different didactic strategies be developed from the existing ones (Item 5); whether education outside school can be seen as an extension of classroom lessons (Item 6); if the pursuit of the objectives in the official contents defines outdoor education as part of formal education (Item 7).

Questions 8 to 15 (see Appendix no. 1) trace how the specific approach to teaching by introducing outdoor activities translates into concrete benefits for student learning.

Questions 8 to 15 target knowledge, skills and attitudes (Item 8); develops collaboration, communication, and team spirit (Item 9); consolidate the knowledge acquired in class (Item 10) and develop physical skills (Item 11); awareness and interest (Item 12); promotes critical thinking (Item 13); centring on the student (Item 14); involvement in the learning process (Item 15)

Questions from 16 to 23 (see Appendix no. 1) look at how the implementation of the objectives of outdoor education in teaching, learning and assessment in the subjects provided for in the school curriculum at the grammar school and high school level within the Romanian school specifically influences the teaching and they can provide real contexts that enrich and strengthen students’ understanding of subjects studied in formal education. Thus, we followed the teachers’ opinion regarding the existence of a link between outdoor education and formal education (Item 16); if outdoor education pursues the goals of education (Item 17); if it can be seen as an extension of formal education (Item 18) and can reinforce the contents taught in the classroom (Item 19); if it develops integralist (Item 20) and can help formal education to develop students’ knowledge, skills, attitudes (Item 21); stimulates interest by changing the environment (Item 22); develops a positive attitude towards learning (Item 23).

The stages of validation of the research instrument
Internal consistency of research instrument Cronbach’s Alpha

  1. a) The Cronbach’s alpha coefficient for the dimension Integrating outdoor education in the curriculum, which includes items from 1 to 7, from part II of the questionnaire is α = .848, which means that this dimension has a very good fidelity (Appendix no. 2, Table I.1).
  2. b) The Cronbach’s alpha coefficient for the dimension Benefits of outdoor education, which includes items from 1 to 7, from part II of the questionnaire is α = .744, which means that this dimension has a very good fidelity (Appendix no. 2, Table I. 2).
  3. c) The Cronbach alpha coefficient for the dimension Knowledge, skills, attitudes generated by the use of outdoor education in teaching, which includes items from 1 to 7, from part II of the questionnaire is α = .850, which means that this dimension has a fidelity very good (Appendix no. 2, Table I.3).

 

4. Results and Discussions

We will analyse the teachers’ answers to these items by means of frequency analysis separately in the subsections dedicated to each category of variables: the integration of EO in the curriculum (questions 1-7); the benefits of EO for learning (questions 8-15); the connection between EO and formal education (questions 16-23).

The research aims to see if there are statistically significant differences depending on the school teaching environment (rural, urban) regarding the integration of outdoor education in the curriculum (Questionnaire, Items 1-7), the benefits of using outdoor education in teaching (Questionnaire, Items 8-15), generating knowledge, skills and attitudes (Questionnaire, Items 16-23).

To verify this hypothesis, we applied the t-test for independent samples with the school environment variable as the independent variable and the dependent variables, in turn, the variables: the integration of outdoor education in the curriculum, the benefits of using outdoor education in teaching, the generation of knowledge, skills and attitudes

We present the obtained results below:

  1. a) There are statistically significant differences at the p ≤ 0.05 threshold depending on the school average variable regarding the E.O. integration variable. in the curriculum, [t (639) = 3.160, p = 0.009], in the sense that teachers from the rural environment obtain higher scores for the integration of E.O in the curriculum compared to teachers from the urban environment (Appendix no.3, Table I.4).
  2. b) There are no statistically significant differences at the p ≤ 0.05 threshold depending on the school average variable regarding the variable benefits of E.O. activities, [t (631) = 0.976, p = 0.111] (Appendix no.3, Table I.5).
  3. c) There are statistically significant differences at the p ≤ 0.05 threshold depending on the school environment variable in terms of the knowledge, skills, attitudes generation variable, [t (628) = 0.783, p = 0.014], in the sense that teachers from the urban environment they obtain higher scores for the generation of knowledge, skills, attitudes compared to teachers from rural areas (Appendix no.3, Table I.6).

These results are also presented in the table below.

Means and t-test results for comparison of means in the case of variables integration E.O. in the curriculum, the benefits of outdoor educational activities, the generation of knowledge, skills and attitudes (Appendix no.3). 

Variables Averages The results of the t-test comparing the averages
a) the integration of E.O. in the curriculum

Urban

Rural

 25.7727.09 t (639) = 3.160p = 0.009
b) the benefits of the activities of E.O

Urban

Rural

 32.6932.39 t (631) = 0.976

p = 0.111
c) Knowledge, skills, attitudes

Urban

Rural

 33.45

33.18

 t (628) = 0.783

p = 0.014

Table 1. Results

 

The research looks at whether there are statistically significant differences depending on the school level of teaching (secondary, high school) regarding the integration of outdoor education in the curriculum (Questionnaire, Items 1-7), the benefits of using outdoor education in teaching (Questionnaire, Items 8 -15), generating knowledge, skills and attitudes (Questionnaire, Items 16 -23).

To verify this hypothesis, we applied the t-test for independent samples with the school level variable as the independent variable and the dependent variables, in turn, the variables: the integration of outdoor education in the curriculum, the benefits of using outdoor education in teaching, the generation of knowledge, skills and attitudes.

We present the obtained results below:

  1. a) There are statistically significant differences at the p ≤ 0.05 threshold depending on the school level variable regarding the E.O. integration variable. In the curriculum, [t (631) = 3.201, p = 0.000], in the sense that the teachers who teach at the gymnasium obtain higher scores for the integration of E.O in the curriculum compared to the teachers who teach at the high school (Appendix no.3, Table I.7).
  2. b) There are no statistically significant differences at the p ≤ 0.05 threshold depending on the school level variable regarding the variable benefits of E.O. activities, [t (623) = 1.360, p = 0.542] (Appendix no. 3, Table I.8).
  3. c) There are no statistically significant differences at the p ≤ 0.05 threshold depending on the variable of school level in terms of the variable of generating knowledge, skills and attitudes, [t (623) = 0.089, p = 0.530] (Appendix no.3, Table I. 9).

These results are also presented in the table below

Means and t-test results for comparison of means in the case of variables integration E.O. in the curriculum, the benefits of outdoor educational activities, the generation of knowledge, skills and attitudes (Appendix no.3).

Variables Averages The results of the t-test comparing the averages
a) the integration of E.O. in the curriculum

Secondary school

High school

 26.8025.58 t (631) = 3.201p = 0.000
b) the benefits of the activities of E.O

Secondary school

High school

 32.3732.75 t (623) = 1.360

p = 0.542
c) knowledge, skills, attitudes

Secondary school

High school

 33.3533.33 t (620) = 0.089

p = 0.530

Table 2. Results

 

Outdoor education uses interactive and experiential learning methods to foster engagement, motivation and a deeper understanding of learning topics. Conducting lessons outside the classroom, as a specific aspect of the teaching process, allows a direct connection between the school and the real world, simultaneously stimulating motivation and curiosity among students, while at the same time giving teachers the opportunity to change pedagogical practices (Rickinson et al., 2004; Anđelković and Jelić, 2017; Borsos, 2022; Boric, 2023).

The primary purpose of outdoor education is to provide students with optimal conditions for experiential learning, which can be a powerful tool for developing critical thinking, teamwork, problem-solving skills, and emotional intelligence (Auer, 2008). Outdoor education also provides an opportunity to integrate different subjects and disciplines, allowing students to connect various aspects of knowledge and understanding of their application in the real world. Experiences gained through outdoor activities prompt teachers to integrate activities inside and outside the classroom to create an environment conducive to the learning process. These activities that students experience, both inside and outside the classroom, contribute to a sustainable process of learning and development (Kocayiğit and Ekinci, 2020). The authors Andić and Mažar (2023) conclude that the role of a teacher, including their educational practices, emotion management, personality and competences, are of exceptional importance for the achievement of learning goals in school subjects, as well as for interdisciplinary contents, and lead to the possibility of integration outdoor education in the curriculum (Andić and Mažar, 2023).

Teachers’ opinions on the implementation of outdoor education within the school curriculum in Romania show the potential and benefits of this approach to education. Teachers believe that it is possible to integrate outdoor education into the school curriculum, either as part of existing subjects or as a separate programme. This flexibility allows teaching and assessment methods to be adapted to incorporate nature experiences appropriately. The implementation of outdoor education must not be at the expense of respecting the school curriculum. Teachers recognise that they can integrate outdoor activities into existing subjects to cover topics that have not been sufficiently covered in the classroom, while respecting the school curriculum. Outdoor activities, including games and recreational activities, can fall within the scope of outdoor education if they are intentionally designed to achieve specific educational goals. This approach ensures that experiences in nature contribute to the achievement of learning objectives. Teachers view outdoor education as an extension of concepts learned in the classroom or as a separate activity that complements and enriches students’ learning experiences. Integrating outdoor experiences can strengthen and deepen students’ understanding of topics covered in the curriculum. For outdoor education to be effective, it must be deliberately organised to achieve specific educational goals. This highlights the importance of proper planning and structuring of outdoor activities to ensure that they add value to the learning process.

Some teachers believe that outdoor education could be designed as a separate programme, outside the traditional school curriculum. This would allow greater flexibility in organising activities and achieving specific educational objectives. The implementation of outdoor education can be a way to address topics or themes that have not been adequately covered in the classroom.

Integrating outdoor education into the school curriculum can provide opportunities for a more flexible approach to what is learned in the classroom. Outdoor education can serve as an extension of concepts and knowledge learned in the classroom. These practical experiences can strengthen and deepen students’ understanding of the subjects studied and contribute to the transfer of knowledge to real-life situations.

Teachers’ perspectives are important in any study of any type of educational approach, including outdoor education. In our case, the stages of the research consisted in collecting and observing the answers to six sets of questions aimed at achieving the first objective, and one set of questions aimed at achieving the second objective, observing the Romanian high school and grammar school programmes, and comparing the proposed activities to achieve the skills related to the contents suitable for outdoor activities.

The series of steps for the development and evaluation of outdoor activities in the context of the National Curriculum met the agreement of more than 90% of the respondents, who considered as important the identification of the objectives and skills specified in the National Curriculum for each discipline, and that these should be complemented by a selection of methods and didactic strategies that fit this tandem, formal education and outdoor education.

The integration of outdoor activities in the annual planning of lessons and school projects must be linked to the material, financial and human resources available in the school, mentioning that, if there are no resources, parents could be involved or partnerships could be established with different institutions that can help logistically, including the provision of natural or open spaces, the necessary equipment, obtaining the necessary permits, and allowing integration into the pupils’ timetable or during the different school or green school weeks. On the organisational side, teachers mentioned the importance of the teaching materials needed to support outdoor activities, but which should also be relevant at a cognitive level.

Another important issue is the continuity of learning: in order to deepen the understanding of a taught content or to support a multidisciplinary intervention that appeals to knowledge already acquired, it is necessary to assess the level of knowledge and existing skills of the pupils before designing and carrying out an outdoor activity. This stage aims at the appropriate adaptation of the content and the use of some appropriate assessment tools, followed by the monitoring and evaluation of the process of carrying out the activity in order to identify any necessary adjustments and to ensure effective implementation.

Pupils must learn to self-evaluate and reflect on their experiences in outdoor activities, so that further individual progress, based on intrinsic motivations, develops the cognitive, attitudinal and skill needs necessary for the competitive spirit of team activities. The teacher is also seen as a source of feedback, recommendation, training, appreciation and advice, an objective observer, relevant and prepared in terms of student-activity, teacher-activity, student-activity – teacher relationships, with the dissemination of results and relevant observations to parents, teachers and community members who act as partners.

More than 90% of the teachers in the sample of our research considered that the design of outdoor activities can follow the competences in the school curriculum, but the approach must be designed on several necessary coordinates: the study of the school curriculum and the identification of specific competences and learning objectives, the clear definition of the objectives of the outdoor activity in accordance with the competences identified in the school curriculum, the choice of the relevant academic content to be covered within the activity, the respect of the learning objectives.

At this stage, it is important not to lose sight of the practical side, which puts students in concrete situations to apply knowledge and develop skills specific to the competences; therefore, the integration of several disciplines within an outdoor activity can provide a comprehensive vision of the subject, taking into account the psycho-physical individuality of the students, but providing appropriate challenges for the whole range of abilities.

The choice of different teaching and learning methods in outdoor activities to meet the different needs of pupils and to develop multiple skills is intertwined with the attitudinal side: encouraging pupils to work together to develop social skills and the necessary behaviours that objectify expectations and subjectify the need for teamwork.

Another important factor, agreed by the majority of respondents, relates to the procedure for following the appropriate safety measures for outdoor activities, ensuring that all students enjoy a positive and safe experience.

Of course, in order to carry out an activity outside the classroom that does not export the inside to the outside, the specific objectives must be known and followed: developing social skills, empathy, communication and relationships with others; appreciation of the environment, a better understanding of ecology and a deeper connection with nature; developing self-confidence, resilience and problem-solving skills; improving cooperation and communication between participants; taking responsibility, making decisions and managing personal resources in a non-traditional environment; developing leadership skills, including the ability to guide, motivate and mentor the group; stimulating initiative, creativity and the ability to adapt to new situations.

The planning of an outdoor lesson requires knowledge of the group of students who will be participating, the theoretical basis available to the participants, the resources needed, the social and cultural context, the space to be used, so that activities that stimulate the body but also those that train the mind, ensure open communication and dialogue between teacher and students, between students, but, as some of the teachers in our sample stated, the equal relationship must also be respectful in order to create a positive learning environment that encourages active participation of all parties involved.

Activities should be well prepared and have a logical thread and coherence within the educational process in order to facilitate understanding and retention of information, but planning should be flexible to allow adaptation of the educational process to environmental changes and individual needs of students or the group.

Encouraging the expression of one’s own perspectives and valuing diversity of thought are important to capitalise on the outcomes of outdoor activities, facilitating their transfer and mobilisation in life contexts. In outdoor education, transversal skills such as team spirit, personal autonomy and leadership are as important as academic knowledge.

Outdoor activities bring a number of significant benefits to students, both from a cognitive perspective and through opportunities for practical application of knowledge acquired in the classroom. Achieving this transfer highlights the skills required of teachers to carry out outdoor activities, which are dynamic and complex due to the close link with pedagogical, psychological, methodological, didactic and discipline-specific skills. In the outdoor environment, the teacher should provide individual support to pupils, motivate them to take responsibility for their own learning, support different learning styles, provide appropriate feedback on their work and ensure a safe learning environment. Linking outdoor education to these formal classroom concepts means that teachers adapt formal learning in natural environments to stimulate students’ interest, motivation and desire to explore and acquire knowledge. In this way, learning in a formal context can be enhanced. When classroom education is complemented by one of the forms of outdoor education, and when it is done with the intention of integrating curriculum content, through direct contact with the environment, the theoretical knowledge learned in the classroom will help students to explore and understand the complex relationships in direct contact with objects, beings and natural phenomena, and by reversing the transfer of knowledge, contribute to the formation and deeper understanding of concepts and notions. Thus, through the transfer of practical knowledge to the understanding of theoretical knowledge, based on active participation in outdoor activities, the student becomes an active agent of the learning process, involved and motivated to explore and solve problems, and contributes to the training and deeper understanding of theoretical concepts and notions.

Pupils relate previous knowledge and experience to current events, generating new concepts, ideas and original work plans. Outdoor activities support the creation of analogies, thus stimulating students’ imagination and creativity in solving problems, and the pleasant ambience of the outdoor environment stimulates students’ memory and interest. Practical experience and hands-on learning contribute to deeper learning and long-term retention of knowledge.

 

5. Conclusions

Teachers are critical to the successful delivery of outdoor education as they are responsible for ensuring student safety, motivating learning and maximising the benefits of the field experience. They need to be experts in their field, in planning and organising field activities, in adapting teaching methods and materials, in managing the group of students, and in adapting to changing circumstances and student needs during activities conducted outside the familiar environment.

The objective verification through a quantitative analysis of the teachers’ answers regarding the applied integration of outdoor activities in the school curriculum led to the identification and synthesis of several aspects:

           a) the bold and integrative approach at the secondary school level to educational activities outside the classroom makes sense from the point of view of the individual changes that bring about the long-awaited evolution towards the practical application of knowledge;
           b) the need for an applied curriculum promoted as an effective learning environment based on the well-being of students and teachers, not buried in bureaucracy and permissions, stress and fatigue;
           c) to focus educational efforts on understanding the curriculum and how it is applied outside the classroom to ensure students’ academic progress;
           d) the acquisition of specific knowledge and the development of relevant skills and abilities through the proposed learning activities, which are an important part of this process, representing structured activities aimed at achieving specific learning outcomes;
           e) the planning and implementation of sequences of learning tasks involving different types of activities and different contexts, aiming not only at the transmission of information but also at the development of appropriate attitudes.
The research sought to capitalise on the teachers’ opinion regarding the contents that are suitable for the use of outdoor education in teaching, learning and assessment, after the analysis of the answers to the administered questionnaire.

The analysis of the teachers’ opinion regarding the implementation of the objectives of outdoor education in teaching, learning and assessment in the subjects included in the school curriculum at the secondary and high school level in the Romanian school shows that the implementation of outdoor education in the school curriculum is possible, but it can also be conceived as a separate programme; flexibility in approaching the subjects that were not covered in the classroom hours can be achieved, respecting the school curriculum; outdoor play and recreational activities can be included in the scope of outdoor education when they are deliberately organised to achieve specific educational objectives, thus respecting the school curriculum; flexibility in approaching certain content by combining classroom activities with those in nature respects the school curriculum; outdoor education can serve as an extension of concepts learned in the classroom or can be carried out as activities in separate programmes; outdoor experiences can be included in the scope of formal education when they are deliberately organised to achieve specific educational objectives.

Limitations of the Research

  1. While the study included a significant number of teachers (642 participants), certain subsets of the population—such as educators from rural schools or those teaching specialised subjects—were underrepresented. This may limit the generalisability of findings across all educational contexts.
  2. The study primarily relies on teachers’ views, which may introduce bias as it excludes other critical stakeholders such as students, parents, and school administrators. The absence of these perspectives restricts the understanding of how outdoor education impacts the broader educational ecosystem.
  3. The research adopts a quantitative, positivist framework, which prioritises objectivity and generalisability but might overlook the depth and richness of individual experiences. For example, qualitative insights into how outdoor activities influence students’ emotional and behavioural development were not captured.
  4. The study examines outdoor education activities within specific temporal and environmental settings. Factors such as seasonal limitations, access to suitable outdoor spaces, and resource availability were not comprehensively explored but could significantly impact the implementation of outdoor education.
  5. Integration of outdoor activities is evaluated within the constraints of existing school curricula, which may not allow full flexibility for innovative teaching approaches. Additionally, the study does not explore the feasibility of redesigning the curriculum to better incorporate outdoor education principles.
  6. While the study addresses both middle and high school levels, it identifies challenges in applying outdoor education to the more theoretically structured high school curriculum. This gap in practical application at advanced educational levels remains unexplored.
  7. The research is conducted within the Romanian educational system, which has unique cultural and institutional frameworks. The findings may not directly apply to countries with different pedagogical approaches, societal norms, or environmental conditions.

Future Research Directions

  1. Future studies could adopt longitudinal designs to investigate the long-term effects of outdoor education on students’ cognitive, emotional, and social development. Tracking cohorts over several years could provide insights into sustained benefits or areas requiring intervention.
  2. Expanding research to include students, parents, and administrators can provide a holistic view of outdoor education’s impact. Understanding students’ direct experiences, parents’ attitudes, and administrators’ challenges in implementation could refine approaches.
  3. Conducting comparative research across countries with diverse educational systems and cultural contexts can identify best practices and adaptability factors for outdoor education. For example, comparisons with Nordic countries, known for their emphasis on outdoor learning, could be particularly insightful.
  4. Investigating how outdoor education can serve as a platform for interdisciplinary learning across subjects like science, arts, and physical education could highlight its potential to foster holistic student development.
  5. Exploring the integration of digital tools, such as augmented reality (AR) or mobile learning applications, in outdoor education activities could address challenges like resource constraints or uneven access to natural spaces.
  6. Researching the effectiveness of teacher training programmes in equipping educators with the skills and confidence to implement outdoor education is essential. Studies could also explore mentorship models and communities of practice that support outdoor education.
  7. Examining how policy frameworks at school, district, or national levels influence the adoption and effectiveness of outdoor education could provide actionable recommendations for institutional support.
  8. Investigating how outdoor education can be made accessible to all students, including those with disabilities or from underprivileged backgrounds, is crucial. Future research could identify strategies to overcome barriers to participation.
  9. Delving into the psychological and emotional impacts of outdoor education, such as stress reduction, resilience building, and improved mental health, could substantiate its broader value beyond academic outcomes.
  10. Researching the feasibility and impact of curricular reforms that integrate outdoor education more explicitly could identify pathways for systemic adoption. Pilot programmes testing modular, project-based approaches to outdoor education could provide valuable data.
  11. Conducting quasi-experimental studies to assess the efficacy of particular outdoor activities (e.g., field experiments, environmental conservation projects, or team-building exercises) in achieving specific learning outcomes would add practical insights.
  12. Investigating how outdoor education can embed principles of sustainability and environmental stewardship, aligning with global educational priorities like the Sustainable Development Goals (SDGs), is a promising area for future exploration.

 

About the Author

Daniel Gherasim

ORCID ID: 0009-0002-9160-2658

Department of the Doctoral School of Psychology and Educational Sciences, Faculty of Psychology and Educational Sciences, “Alexandru Ioan Cuza” University from Iași, Romania

gherasim.daniel@lpsiasi.ro

 

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Appendix no. 1

The questions in the questionnaire aimed at achieving the research objective.

  1. Can the implementation of outdoor education during school hours be achieved respecting the school curriculum?

        Never    Rarely    Sometimes    Often    Always

  1. Can outdoor activities be strategically planned and integrated into the existing curriculum?
  2. Can outdoor education serve as an extension of concepts learned in the classroom, giving students the opportunity to apply theoretical knowledge practically?
  3. Can field trips or outdoor experiments be directly related to topics discussed in class to reinforce student understanding?
  4. Can outdoor education be conceived as a distinct program that can include specific educational activities adapted to the outdoor environment?
  5. Does this option provide flexibility in addressing topics that may not be covered in detail in traditional classroom hours?
  6. Can outdoor play and recreational activities fall within the scope of outdoor education when they are intentionally organised to achieve specific educational goals?
  7. Do these activities only provide fun and relaxation without contributing to the development of students’ skills and knowledge in an interactive and practical way?
  8. Can outdoor games promote collaboration, communication and team spirit?
  9. Can recreational activities and outdoor games provide hands-on experiences that help reinforce classroom knowledge?
  10. Can outdoor activities promote an active and healthy lifestyle, contributing to the development of physical skills and motor coordination?
  11. Can outdoor games and activities stimulate environmental awareness and interest in nature?
  12. Can educational games be designed to put students in problem-solving situations, promoting critical thinking and decision-making?
  13. Does outdoor education focus on students’ individual needs, interests and learning styles?
  14. Can students be more actively involved in the learning process, being able to explore their curiosities and develop their skills in a freer and more open environment than the traditional classroom?
  15. Are outdoor education and formal education interdependent?
  16. Do you think both aim to achieve the goals of education?
  17. Can outdoor education complement and extend the experiences of formal education?
  18. Can outdoor activities provide real contexts that enrich and strengthen students’ understanding of subjects studied in formal education?
  19. Can outdoor education develop practical, social and emotional skills in a broader and more holistic way?
  20. By integrating outdoor experiences, can formal education contribute to the development of students’ knowledge, skills, and attitudes?
  21. Can outdoor education stimulate students’ interest and motivation, offering a change of scenery and a different perspective from the traditional school environment?
  22. Can participation in recreational activities or outdoor experiments help increase student engagement and develop a positive attitude toward learning?

 

Appendix no. 2

Cronbach’s Alpha Cronbach’s Alpha Based on Standardised Items N of Items
0,848 0,839 7

Table I.1 Reliability Statistics

 

Cronbach’s Alpha Cronbach’s Alpha Based on Standardised Items N of Items
0,744 0,744 8

Table I.2. Reliability Statistics

 

Cronbach’s Alpha Cronbach’s Alpha Based on Standardised Items N of Items
0,85 0,864 8

Table I.3 Reliability Statistics

 

Appendix no. 3

School environment N Mean Std. Deviation Std. Error Mean
integration of EO urban 460 25,7783 5,01661 ,23390
rural 181 27,0939 3,96751 ,29490
Levene’s Test for Equality of Variances t-test for Equality of Means
F Sig. t df Sig. (2-tailed) Mean Difference Std. Error Difference 95% Confidence Interval of the Difference
Lower Upper
6,886 ,009 -3,160 639 ,002 -1,31566 ,41631 -2,13315 -,49817
    -3,495 413,526 ,001 -1,31566 ,37640 -2,05556 -,57577

Table I.4. Group Statistics

 

 

School environment N Mean Std. Deviation Std. Error Mean
Benefits EO urban 454 32,6916 3,34243 ,15687
rural 179 32,3911 3,83993 ,28701
Levene’s Test for Equality of Variances t-test for Equality of Means
F Sig. t df Sig. (2-tailed) Mean Difference Std. Error Difference 95% Confidence Interval of the Difference
Lower Upper
2,553 ,111 ,976 631 ,330 ,30057 ,30801 -,30428 ,90542
    ,919 290,060 ,359 ,30057 ,32708 -,34319 ,94432

Table I.5. Group Statistics

 

School environment N Mean Std. Deviation Std. Error Mean
Knowledge, skills, attitudes urban 451 33,4523 3,62330 ,17061
rural 179 33,1844 4,43867 ,33176
Levene’s Test for Equality of Variances t-test for Equality of Means
F Sig. t df Sig. (2-tailed) Mean Difference Std. Error Difference 95% Confidence Interval of the Difference
Lower Upper
6,020 ,014 ,783 628 ,434 ,26797 ,34204 -,40371 ,93965
    ,718 276,940 ,473 ,26797 ,37306 -,46643 1,00237

Table I.6. Group Statistics

 
School cycle N Mean Std. Deviation Std. Error Mean
integration of EO Secondary school 275 26,8073 3,76150 ,22683
High school 358 25,5894 5,37935 ,28431
Levene’s Test for Equality of Variances t-test for Equality of Means
F Sig. t df Sig. (2-tailed) Mean Difference Std. Error Difference 95% Confidence Interval of the Difference
Lower Upper
25,980 ,000 3,201 631 ,001 1,21789 ,38048 ,47072 1,96506
    3,349 625,777 ,001 1,21789 ,36370 ,50366 1,93212

Table I.7. Group Statistics

 

School cycle N Mean Std. Deviation Std. Error Mean
Benefits EO Secondary school 273 32,3700 3,62266 ,21925
High school 352 32,7528 3,38738 ,18055
Levene’s Test for Equality of Variances t-test for Equality of Means
F Sig. t df Sig. (2-tailed) Mean Difference Std. Error Difference 95% Confidence Interval of the Difference
Lower Upper
,373 ,542 -1,360 623 ,174 -,38288 ,28162 -,93592 ,17017
    -1,348 564,729 ,178 -,38288 ,28402 -,94075 ,17499

Table I.8. Group Statistics

 

 

School cycle N Mean Std. Deviation Std. Error Mean
Knowledge, skills, attitudes Secondary school 268 33,3582 3,77237 ,23043
High school 354 33,3305 3,86835 ,20560
Levene’s Test for Equality of Variances t-test for Equality of Means
F Sig. t df Sig. (2-tailed) Mean Difference Std. Error Difference 95% Confidence Interval of the Difference
Lower Upper
,395 ,530 ,089 620 ,929 ,02770 ,30990 -,58088 ,63628
    ,090 582,227 ,929 ,02770 ,30882 -,57884 ,63424

Table I.9. Group Statistics

 

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