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Outdooreducationunderstood,accordingtoPoMitchell(2018,po19),as
planned,intentionalcreationofconditionsforstudentstolearnintheopenair,
whichisaprocessthatfavoursdiscoveryandexperimentation,usuallytakes
placeindirectcontactwiththenaturalworldoItisnaturethatcreatesarich
contextwhichfavoursstudentsengagingincomplexsocialinteractions,their
integration,well-beinganddevelopment,aswellasinitiatingindividualand
grouplearningprocessesoTishappenswhenstudentsaregivenopportunities
toactivelyshapethemselvesandthelearningenvironmentoActivitiesinthe
naturalenvironmentfavourtheacquisitionandenrichmentofmanycompeten-
cies,amongwhichitisworthhighlightingthesenseofautonomy,responsibility,
agency,leadershipskills,cooperation,copingwithfailure,empathy,andmany
moreoTeseso-called“softcompetences”areoftenoverlookedinformaledu-
cationalprogrammesoWhatismore,astimulatinglearningenvironmentoften
resultsinahigherlevelofknowledgeretentionthantheclassicalone,limited
totheclassroomoIfwealsotakeintoaccountthehealthbenefitsassociated
withengagingyoungpeopleinoutdooractivities,wewillcertainlyrealisehow
manyargumentssupportpromotingandincreasingaccesstooutdooreducationo
Wehopethatthemonographwillhavesignificantvaluefortheeducationof
studentsofteachingmajorsandspecialisations,aswellasforteacherscurrently
workinginpre-schoolandschoolinstitutionswhowanttomaketheelortto
improvetheireducationalpracticesinthecontextofoutdooreducationoWealso
addressourworktoresearchers,especiallythosewhoinvestigatetheessence
ofthecomplexanddemandingfieldofoutdooreducation,andtopoliticians
responsibleforthequalityofeducation,tomakethemmoreawareofhow
closelyeducation,economyandculturearerelatedtoeachotheroTanksto
theirrationalpolitics,thereisachancetopreparechildrenandadolescentsfor
abetter,andthereforehappierandmoreresponsibleexistenceintheworldof
permanenttransformationsoTerealisationofthisimportanttaskthatcon-
temporaryeducationfacesisnot,inouropinion,fullypossiblewithoutdirectly
involvingstudentsintheproblemsoftoday’sworldoIsolationandsterilisation
oftheeducationalenvironment,alsobynarrowingitdowntotheclassroom,
condemnsthewholeeducationsystemtofailureoTerefore,letusopenclas-
sroomsandletthechildrenexperiencetheworldwiththeirentirebeing,in
afree,spontaneouswaythatisguidedbytheirpassionandcognitivecuriosityo
Educationunderstoodinthiswaywillbecomeanimportantsocialpracticeo
Inthisstudy,wepresentmanyargumentswhichwehopewillconvincethe
readersthatdirectcontactwiththeenvironmentisanattractive,electiveand
Introduction•15
