Peer-reviewed research2017–2026 update
Effective teaching and learning strategies in outdoor education: findings from two residential programmes based in Australia
In two 28-day Australian outdoor education programmes, carefully sequenced activities, a facilitative teaching style and active engagement were the teaching strategies that stood out.
What's new
This naturalistic inquiry followed two schools on 28-day outdoor education programmes run by the same Australian provider. The researchers held five semi-structured interviews with teachers and programme leaders and five student focus groups. They also gave 261 students the Life Effectiveness Questionnaire before and after the programme. Students' perceptions of their general life skills improved, and the qualitative analysis confirmed the importance of sequencing, facilitation and active engagement.
Why it matters in Aotearoa
Many New Zealand schools run extended camps or outdoor programmes with providers. The study names teaching strategies that schools and providers can plan around together.
Putting it into practice
When planning a multi-day programme with a provider, map out how activities build on each other. Agree on when staff will step back and facilitate so students can take an active role.
How strong is the evidence
This study combines qualitative data with a pre/post questionnaire, but it covers only two schools and one provider. The abstract does not mention a comparison group, and the authors say more research is needed.
What to read
The qualitative findings on teaching and learning strategies.