Lasting Lessons in Outdoor Learning: A Facilitation Model Emerging from 30 Years of Reflective Practice

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Abstract
Engaging with nature is needed for the holistic development of children. However, a lack of longitudinal research exists to outline the impact of Outdoor Learning in the school curriculum. In our current educational climate which places inordinate focus upon evidence-based outcomes, teachers are needing encouragement to embrace unconventional nature-based pedagogies. In the late 1970s, a bespoke Wilderness Studies class was introduced in an Australian school for adolescents which extended over two full academic years. Three decades later, these students were contacted to assess the residual impact of this pioneering teaching method. Utilizing social media research techniques, the study unveils their salient memories to enable a better understanding of the enduring impact of nature immersion. Invariably, respondents argued the outdoor experiences eclipsed their indoor classroom counterpart and left an indelible impression on their formative years of education. Surprisingly, a large number had occupations involving outdoor leadership or environmental stewardship. Our retrospective study conveys the durability of Outdoor Learning 30 years after completion. We conclude with a facilitation model underpinned by three Rs: Resilience, Reflection, and Relationship emanating from reflecting on years of successful pedagogical practice. Derived from positive psychology, contemplative practice, storytelling, indigenous teachings, and slow pedagogies, the core elements have been incorporated into a learning framework. Lessons learned from the trailblazing pedagogy have helped distil the key principles needed in the 21st-century curriculum. As we head toward a new era of nature-estranged students, these findings offer insights and gravitas for educators searching for tangible pathways to engage students with wild spaces.

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