What's new

The researchers interviewed 16 outdoor educators, four each from New Zealand, Australia, Hong Kong and Scotland. They analysed the interviews deductively using Oldenburg's characteristics of 'third places', and four unexpected themes also emerged. Educators described conversation, among students and between students and educators, as central to transport time. They also noted that transport time has a low profile and brings excitement and fun. Students controlled how 'present' they were through devices (where allowed) and through where they chose to sit.

Why it matters in Aotearoa

Travel to and from trips is a routine part of many EOTC programmes, and New Zealand educators were among those interviewed. The authors encourage educators to consider more carefully what transport time contributes to their programmes.

Putting it into practice

For your next trip, decide on purpose how you will handle device rules, seating and educator placement in the vehicle. Leave space for unstructured conversation.

How strong is the evidence

This is a small qualitative interview study of educators' views (n = 16) across four countries. It does not include student perspectives or measure outcomes.

What to read

The findings on conversation and on how students manage their 'presence' through seating and devices.

Who it's for