Peer-reviewed research2017–2026 update
A pedagogy of outdoor learning in the primary school – Insights from outdoor educators in Ireland
Experienced Irish outdoor educators described five components of an outdoor learning pedagogy and four conditions needed to make it normal in primary schools.
What's new
This qualitative study analysed 10 semi-structured interviews with experienced outdoor learning educators in Ireland. It identified five interlinked components of outdoor learning pedagogy: experiential learning, learner agency, equity, relationality beyond the human, and inclusion. It also identified four conditions for putting this pedagogy into practice: leadership, professional learning, explicit policy support and teacher agency. The authors conclude that making the outdoors a normal learning environment is complex and requires systemic change.
Why it matters in Aotearoa
The four conditions give principals, boards and sector leaders a clear set of system levers for embedding outdoor learning in primary schools.
Putting it into practice
As a leadership team, check your school against the four conditions (leadership, professional learning, policy support, teacher agency) and pick one to strengthen this year.
How strong is the evidence
This is a qualitative study based on 10 interviews with experienced educators in Ireland. It reflects practitioner views.
What to read
The sections on the five pedagogy components and the four implementation conditions.