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<p>Outdoor learning has garnered substantial research interest due to its diverse impacts on teaching and learning experiences. Our research explores the potential of outdoor learning environments following the transformative shifts in education post-pandemic. Through a qualitative and collaborative self-study, the purpose of this research was to examine our intrinsic motivation as two elementary school educators for incorporating outdoor learning into our practice. Self-Determination Theory allowed us to reflect inward, study our motivations, and deepen our understanding of our teaching practice. Reflective journals and semi-structured interviews with us as teacher researchers form the basis of data collection. Thematic analysis uncovered key motivators such as community support and collaborative learning networks, student engagement, voice and experiential learning, and teaching philosophy and reflective practice, which were then compared to Self Determination Theory’s principles of relatedness, competence, and autonomy. Our research contributes valuable insights into the driving forces behind outdoor learning engagements and offers practical strategies that can aid teachers in being more motivated to take students outside. The findings highlight the potential of outdoor learning, addressing a significant gap in understanding educators’ motivations. Ultimately, this research underscores the importance of more deeply understanding the motivational factors that influence teachers to embrace outdoor learning and paves the way for future investigations in similar domains. The findings hold the potential to catalyse meaningful change within the wider educational and academic communities, fostering a more comprehensive understanding and integration of outdoor learning practices.&#xa0;</p>

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Embracing nature’s classroom: Understanding educators’ intrinsic motivation for outdoor learning and play through self-study

  • 期刊论文

  • 发表日期：

    2026年1月19日

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  • Steven Hurst,
  • Jordie Richardson,
  • Douglas L. Gleddie,
  • Lauren D. Sulz,
  • Hayley Morrison

摘要

Outdoor learning has garnered substantial research interest due to its diverse impacts on teaching and learning experiences. Our research explores the potential of outdoor learning environments following the transformative shifts in education post-pandemic. Through a qualitative and collaborative self-study, the purpose of this research was to examine our intrinsic motivation as two elementary school educators for incorporating outdoor learning into our practice. Self-Determination Theory allowed us to reflect inward, study our motivations, and deepen our understanding of our teaching practice. Reflective journals and semi-structured interviews with us as teacher researchers form the basis of data collection. Thematic analysis uncovered key motivators such as community support and collaborative learning networks, student engagement, voice and experiential learning, and teaching philosophy and reflective practice, which were then compared to Self Determination Theory’s principles of relatedness, competence, and autonomy. Our research contributes valuable insights into the driving forces behind outdoor learning engagements and offers practical strategies that can aid teachers in being more motivated to take students outside. The findings highlight the potential of outdoor learning, addressing a significant gap in understanding educators’ motivations. Ultimately, this research underscores the importance of more deeply understanding the motivational factors that influence teachers to embrace outdoor learning and paves the way for future investigations in similar domains. The findings hold the potential to catalyse meaningful change within the wider educational and academic communities, fostering a more comprehensive understanding and integration of outdoor learning practices.