In Ireland, outdoor learning happens in preschools, schools, outdoor centers and teacher training. Yet it is often treated as an extra rather than a core way of teaching. What does the research say makes it work?
The researchers searched for studies of outdoor learning in Ireland published between 2012 and 2023 and found 13 that met their standards. They covered teacher training, primary and special education, environmental programs and state-funded outdoor centers, and the researchers combined the findings into practical "lines of action."
What they found:
- Learners were engaged. Every study reported active, engaged learning, with learners involved emotionally as well as physically.
- The biggest gains were in feelings and relationships. Studies reported changes in attitudes, resilience and social skills. In one, teenagers with autism slowly built skills such as eye contact and starting conversations through adventure activities. In another, children who usually hung back in physical education joined in, and no child opted out.
- Place and purpose matter. Students valued learning tied to their local area. In contrast, one study of outdoor centers found many sessions were scripted thrills with few links to the curriculum or the natural setting.
- Outdoor learning connects subjects. Several studies showed it supported learning across the curriculum.
- Teachers need confidence and support. Many lacked confidence teaching outside. Training worked better in schools with children present, with trainers explaining their thinking as they modeled activities. Student teachers who first tried activities as learners could better judge what suited their classes.
- Reflection helps, but needs time. Journaling and reflecting on teaching featured in many studies. Early years staff, though, had no paid time for it.
The review also found almost no structured evaluation of outdoor programs, which leaves educators short of evidence when making the case for outdoor time.
What this means for your practice
- Plan for growth, not just thrills. Give each session a clear learning goal. Ask what learners will understand or feel differently afterward, not only what activity they'll do.
- Use your local place. Build sessions around the site's nature and features, so it is more than a backdrop.
- Build in reflection on teamwork and confidence. These were the strongest outcomes. Help learners notice how they worked together or handled a challenge.
- Keep problem-solving open. Student teachers in one study turned open-ended challenges into races. Let groups find their own way instead.
- Link to more than one subject. Use one outdoor session to touch on science, language and wellbeing.
- Train where people teach. If you train other educators, do it on their own grounds with learners present. Model activities, say what you're thinking, and let trainees try them first as learners.
- Make time to reflect. A short journal entry after each session builds your practice. If you lead a team, protect time for it.
- Collect simple evidence. Before-and-after reflections or feedback forms help you improve and argue for outdoor learning.
- Plan for every learner. Young people with special educational needs gained socially. Think ahead about how each can take part.
The Bottom Line
The researchers reviewed 13 Irish studies of outdoor learning in schools, teacher training, environmental programs and outdoor education centers, and combined their findings. Every study reported active, engaged learning outdoors. The biggest gains were in how learners felt, saw themselves and got along with others, more than in physical skills. Outdoor learning worked best when it was tied to the local place and linked across subjects, and when educators were trained on site and had time to reflect. The review also warned that some outdoor center sessions had become scripted fun with little real learning or connection to the setting. For educators, the message is to plan outdoor sessions around clear learning goals, the local place and learners' growth, not just the activity itself.