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Protocol

A Systematic Review Protocol to Identify the Key Benefits and Efficacy of Nature-Based Learning in Outdoor Educational Settings

1
Centre for Educational Research, Western Sydney University, Sydney, NSW 2751, Australia
2
The Scots College, Bellevue Hill, Sydney, NSW 2023, Australia
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Faculty of Health, School of Health and Human Performance, Dalhousie University, Halifax, NS B3H 4R2, Canada
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Gonski Institute, University of New South Wales, Sydney, NSW 2052, Australia
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Center for Clinical Research and Prevention, Copenhagen University Hospital, Bispebjerg and Frederiksberg, 2000 Frederiksberg, Denmark
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Department of Geosciences and Natural Resource Management, University of Copenhagen, 1958 Frederiksberg C, Denmark
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Plymouth Institute of Education, University of Plymouth, Drake Circus, Plymouth PL4 8AA, UK
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Singapore University of Social Sciences, Singapore 599494, Singapore
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School of Education and Social Work, University of Dundee, Nethergate, Dundee DD1 4HN, UK
10
Thrive Outdoors, Edinburgh EH11 3AF, UK
*
Author to whom correspondence should be addressed.
Academic Editors: Paul B. Tchounwou, José M. Mestre, Vladimir Tale Takšić and Zorana Jolić Marjanović
Int. J. Environ. Res. Public Health 2021, 18(3), 1199; https://doi.org/10.3390/ijerph18031199
Received: 23 November 2020 / Revised: 19 January 2021 / Accepted: 20 January 2021 / Published: 29 January 2021
Outdoor Learning in natural environments is a burgeoning approach in the educational sector. However, the evidence-base of research has not kept pace with teacher perceptions and increased practitioner usage. Anecdotal evidence and formal research suggest the significant health and wellbeing benefits of nature connection. Offering low-cost, non-invasive pedagogical solutions to public health challenges—particularly around mental health, wellbeing, physical literacy, and increasing physical activity–the pedagogical benefits of Outdoor Learning are yet to be fully enunciated. The proposed systematic review will search for studies across eight academic databases which measure the academic and socio-emotional benefits of Outdoor Learning, with a focus on school-aged educational settings. Using the inclusion criteria set out in this paper (and registered with PROSPERO: CRD42020153171), relevant studies will be identified then summarised to provide a synthesis of the current literature on Outdoor Learning. The goal of this review is to document the widespread international investigation into Outdoor Learning and its associated benefits for development, wellbeing, and personal growth. The systematic review will provide insights for teacher-training institutions, educational policy makers, and frontline teachers to improve the learning experiences of future students. View Full-Text
Keywords: Outdoor Learning; health; natural environments; socio-emotional; systematic review; protocol; wellbeing Outdoor Learning; health; natural environments; socio-emotional; systematic review; protocol; wellbeing
MDPI and ACS Style

Mann, J.; Gray, T.; Truong, S.; Sahlberg, P.; Bentsen, P.; Passy, R.; Ho, S.; Ward, K.; Cowper, R. A Systematic Review Protocol to Identify the Key Benefits and Efficacy of Nature-Based Learning in Outdoor Educational Settings. Int. J. Environ. Res. Public Health 2021, 18, 1199. https://doi.org/10.3390/ijerph18031199

AMA Style

Mann J, Gray T, Truong S, Sahlberg P, Bentsen P, Passy R, Ho S, Ward K, Cowper R. A Systematic Review Protocol to Identify the Key Benefits and Efficacy of Nature-Based Learning in Outdoor Educational Settings. International Journal of Environmental Research and Public Health. 2021; 18(3):1199. https://doi.org/10.3390/ijerph18031199

Chicago/Turabian Style

Mann, Jeff, Tonia Gray, Son Truong, Pasi Sahlberg, Peter Bentsen, Rowena Passy, Susanna Ho, Kumara Ward, and Rachel Cowper. 2021. "A Systematic Review Protocol to Identify the Key Benefits and Efficacy of Nature-Based Learning in Outdoor Educational Settings" International Journal of Environmental Research and Public Health 18, no. 3: 1199. https://doi.org/10.3390/ijerph18031199

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