Peer-reviewed research2017–2026 update
Wilderness-Based Professional Development for Educators: Exploring Outcomes and Influential Programmatic Elements
Educators who did wilderness-based professional development reported personal and professional outcomes and identified which programme elements made the most difference.
What's new
This study used open-ended survey questions to explore outcomes for K-12 educators who completed experiential wilderness-based professional development. Personal outcomes included self-awareness, new perspectives and self-confidence. Professional outcomes included changes in classroom practice, greater appreciation for educational practices and better classroom culture. Educators also identified the programme elements that most influenced these outcomes, and the paper discusses links between specific elements and outcomes.
Why it matters in Aotearoa
The study can help providers and leaders in Aotearoa design outdoor professional learning for teachers that leads to change back in the classroom.
Putting it into practice
When designing outdoor professional learning for staff, use the elements educators named as most influential, and ask participants afterwards what they changed in class.
How strong is the evidence
This is a self-report survey with open-ended questions, and the abstract does not give the sample size. Outcomes were reported by participants and not observed.
What to read
The section linking programme elements to specific outcomes.