Identification of Criteria for Implementing Outdoor Education: A Systematic Review

نوع مقاله : مقاله پژوهشی

نویسندگان

1 M.Sc. Student in Educational Management, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran

2 Assistant Professor of Philosophy of Education, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran

3 Associate Professor of Information and Knowledge Science, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran

10.30473/ee.2026.75968.2893

چکیده

Outdoor education, as an innovative approach to experiential learning integrated with the natural environment, plays a pivotal role in enhancing students' cognitive, physical, and social skills. However, challenges in implementing this method within educational systems—including a lack of standardized criteria and contextual factors—have hindered its full potential. This systematic review aims to identify key criteria for the effective implementation of outdoor education by examining the existing literature. This research is a qualitative systematic review with a thematic analysis and interpretive qualitative synthesis approach. A comprehensive search was conducted across the Web of Science, Scopus, and ERIC databases up to November 2024, using relevant keywords (e.g., outdoor education, implementation criteria, field-based learning), which initially identified 785 records. Inclusion criteria, framed by the PICOS framework, comprised peer-reviewed English-language articles focusing on the implementation, criteria, or challenges of outdoor education at primary and secondary levels, encompassing any relevant research design. Exclusion criteria encompassed studies involving preschool or higher education, purely opinion-based pieces, grey literature, or those lacking an emphasis on implementation factors. Following the removal of duplicates (n=2) and a two-stage screening process (title/abstract and full-text review) conducted independently by two researchers—with discrepancies resolved through consensus or consultation with a third assessor—62 articles were ultimately included for analysis. Validity was ensured through peer debriefing and adherence to the PRISMA 2020 checklist, while reliability was established using Gibbs' (2007) procedures. The findings highlighted six primary criteria: pedagogical (45 studies; with the strongest emphasis on active learning and curriculum alignment), organizational (35 studies; managerial support and stakeholder collaboration), human resources (29 studies; teacher competence and student engagement), socio-psychological and evaluation (21 studies each), and environmental (16 studies; accessibility and safety). The major challenges identified included financial-logistical barriers (24 studies), institutional-managerial obstacles (23 studies), human-related issues (19 studies), pedagogical difficulties (16 studies), and environmental-safety concerns (16 studies). These results offer a practical framework for educational policymakers: by prioritizing teacher professional development, strengthening institutional support, and fostering local community collaboration, implementation challenges can be overcome, thereby transforming outdoor education into an effective tool for enhancing environmental literacy, learning motivation, and student well-being in Iran.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Identification of Criteria for Implementing Outdoor Education: A Systematic Review

نویسندگان [English]

  • Shahvali Falak 1
  • Afsaneh Abdoli 2
  • Ehsan Geraei 3
1 M.Sc. Student in Educational Management, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran
2 Assistant Professor of Philosophy of Education, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran
3 Associate Professor of Information and Knowledge Science, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran
چکیده [English]

Outdoor education, as an innovative approach to experiential learning integrated with the natural environment, plays a pivotal role in enhancing students' cognitive, physical, and social skills. However, challenges in implementing this method within educational systems—including a lack of standardized criteria and contextual factors—have hindered its full potential. This systematic review aims to identify key criteria for the effective implementation of outdoor education by examining the existing literature. This research is a qualitative systematic review with a thematic analysis and interpretive qualitative synthesis approach. A comprehensive search was conducted across the Web of Science, Scopus, and ERIC databases up to November 2024, using relevant keywords (e.g., outdoor education, implementation criteria, field-based learning), which initially identified 785 records. Inclusion criteria, framed by the PICOS framework, comprised peer-reviewed English-language articles focusing on the implementation, criteria, or challenges of outdoor education at primary and secondary levels, encompassing any relevant research design. Exclusion criteria encompassed studies involving preschool or higher education, purely opinion-based pieces, grey literature, or those lacking an emphasis on implementation factors. Following the removal of duplicates (n=2) and a two-stage screening process (title/abstract and full-text review) conducted independently by two researchers—with discrepancies resolved through consensus or consultation with a third assessor—62 articles were ultimately included for analysis. Validity was ensured through peer debriefing and adherence to the PRISMA 2020 checklist, while reliability was established using Gibbs' (2007) procedures. The findings highlighted six primary criteria: pedagogical (45 studies; with the strongest emphasis on active learning and curriculum alignment), organizational (35 studies; managerial support and stakeholder collaboration), human resources (29 studies; teacher competence and student engagement), socio-psychological and evaluation (21 studies each), and environmental (16 studies; accessibility and safety). The major challenges identified included financial-logistical barriers (24 studies), institutional-managerial obstacles (23 studies), human-related issues (19 studies), pedagogical difficulties (16 studies), and environmental-safety concerns (16 studies). These results offer a practical framework for educational policymakers: by prioritizing teacher professional development, strengthening institutional support, and fostering local community collaboration, implementation challenges can be overcome, thereby transforming outdoor education into an effective tool for enhancing environmental literacy, learning motivation, and student well-being in Iran.

کلیدواژه‌ها [English]

  • Implementation Criteria
  • Outdoor Education
  • Systematic Review

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فصلنامه علمی آموزش محیط زیست و توسعه پایدار
دوره 14، شماره 4
شهریور 1405
صفحه 105-133

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