Peer-reviewed researchEONZ research brief
Expanding curricular outdoor learning: teacher-identified current practice, barriers and enablers
Expanding outdoor learning depends on school leadership, time, space and support as well as individual teacher skill.
What's new
This mixed-methods study identified strong school leadership, suitable outdoor spaces, flexible school-specific approaches, teacher-determined priorities, continuing professional development, and collaboration and sharing of practice as key enablers. Constraints included curriculum pressure, time, funding, staffing and teacher confidence.
Why it matters in Aotearoa
Building individual teacher skills is insufficient unless leadership, systems, time and local context are addressed together. This is a useful evidence base for planning professional learning and school support in Aotearoa.
Putting it into practice
When planning professional learning or cluster support, include school leaders and address time, space and staffing alongside teacher skills.
How strong is the evidence
Peer-reviewed mixed-methods study. It was not carried out in New Zealand schools, so transfer needs checking locally.
What to read
The full paper