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497
Cenić, et al. (2023). Outdoor education: Perspectives of teachers and students in the context of school in nature as an innovative
approach in education, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(3),
497-510.
Introduction
Outdoor education, having the forms of eld trips or experiential learning, is becoming an
increasingly signicant component of education systems worldwide. It provides students with a unique
opportunity to expand their knowledge and levels of understanding through practical experiences outside
the classroom. Outdoor education represents an innovative approach to education that goes beyond the
traditional inclass learning. This learning method involves taking students outside the school premises to
gain practical knowledge, explore nature, and apply acquired knowledge in real-life situations. Outdoor
education utilizes interactive and experiential learning methods to foster engagement, motivation, and a
deeper understanding of learning topics. Conducting lessons outside the classroom, as a specic aspect of
the teaching process, allows for a direct connection between the school and the real world, simultaneously
stimulating motivation and curiosity among students, while providing teachers with the opportunity to
change their practices (Rickinson et al., 2004; Anđelković and Mihajlović, 2012; Radivojević and Jelić,
2016; Ristić and Blagdanić, 2017; Enăchescu, 2019; Milosavljevic Đukic, Bogavac and Stojadinović,
2022; Mitic, Dejkovic and Zlatanović Marković, 2022; Begić, 2022; Borsos, Fekete and Boric, 2023).
The primary goal of outdoor education is to provide students with optimum learning conditions
directly derived from experience, which can be a powerful tool for developing critical thinking, teamwork,
problem-solving skills, and emotional intelligence (Auer, 2008). Outdoor education also provides an
opportunity for the integration of different subjects and disciplines, allowing students to connect various
aspects of knowledge and understand their application in the real world. Experiences gained through
outdoor activities compel teachers to integrate activities inside and outside the classroom to create a
favorable environment for the education process. These activities that students experience, both inside
and outside the classroom, contribute to a sustainable process of learning and development (Kocayiğit
and Ekinci, 2020). Authors Andić and Mažar(2023) conclude that the role of a teacher, including their
Outdoor Education: Perspectives of Teachers and Students in the
Context of School in Nature as an Innovative Approach in Education
Dragan S. Cenić1 , Tatjana B. Milosavljević Đukić1* , Aleksandar M. Stojadinović1 , Ana D. Spasić Stošić1
1University of Nis, Faculty of Pedagogy, Vranje, Serbia,
e-mail: drcenic@gmail.com, tatjanamdj74@gmail.com, stojadinovicaleksandar@gmail.com, anastosic974@gmail.com
Abstract: This research analyzed the opinions of primary school teachers and students regarding the benets of outdoor
education, using the example of School in Nature, for the organization of educational activities within the instruction process.
It explored educational, social, recreational, and ecological aspects, as well as the existing differences in their opinions. The
research was conducted on a sample of elementary school teachers and fourth-grade students in the Bor District in the Republic
of Serbia. The research involved 223 participants (elementary school teachers N=73, and fourth-grade students N=150). A
questionnaire was designed for the purposes of this research to assess the opinions of teachers and students towards the
learning environment and the effectiveness of implementing outdoor education in the context of School in Nature. The research
results indicate a compliance between teachers’ opinions about the signicance of outdoor education, especially through School
in Nature, and its benets to the educational aspect of the teaching process. Students displayed positive attitudes related to
social interaction in learning, emphasizing the development of positive social relationships and skills. Differences in opinions
between teachers and students regarding the learning environment and the effectiveness of outdoor education in meeting
learning objectives represent a signicant starting point for better understanding the quality of the teaching process.
Keywords: outdoor education, School in Nature, learning environment, student, teacher.
Original scientic paper
Received: November 17, 2023.
Revised: December 05, 2023.
Accepted: December 10, 2023.
UDC:
37.091.39:37.026(497.11)
37.091.3::379.831(497.11)
10.23947/2334-8496-2023-11-3-497-510
© 2023 by the authors. This article is an open access article distributed under the terms and conditions of the
Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
*Corresponding author: tatjanamdj74@gmail.com
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Cenić, et al. (2023). Outdoor education: Perspectives of teachers and students in the context of school in nature as an innovative
approach in education, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(3),
497-510.
practices, emotion management, personality, and competencies, is of exceptional importance for
achieving learning objectives in school subjects, as well as in interdisciplinary topics, such as sustainable
development curriculum (Andić and Mažar, 2023).
An interdisciplinary approach to learning promotes the holistic development of students, fostering
creativity, curiosity, and self-condence, with the integration of different elds of knowledge being one of
the key objectives of the holistic learning process. In achieving this goal, outdoor activities play a signicant
role, allowing students to connect theoretical knowledge with real-life experiences and application in the
natural learning environment (İleritürk, 2023). The planning of these activities should be an integral part
of the teaching process.
Findings from some research indicate a possible positive impact of spending time in nature on
students’ cognitive functions and their interest in learning. Being in nature enhances students’ collaboration
and problem-solving skills while simultaneously increasing their happiness, well-being, and motivation for
learning (Manni et al., 2013; Capaldi, Dopko and Zelenski, 2014; Yli-Panula, Jeroneni and Lemmety, 2019).
According to relevant studies, this effect can result in increased student engagement in the classroom,
which has the potential to enhance their learning achievements. This leads to the conclusion about the
signicance of incorporating natural elements into the education process as a potentially benecial factor
for supporting cognitive functioning and student learning.
The results of the research conducted by the group of authors (Kuo, Browning and Penner, 2018)
describe the practice of supporting and encouraging students during the learning and development
process, which they refer to as “Refueling Students in Flight.” In their ndings, the authors emphasize
the importance of providing continuous support through natural resources to enable students to progress
and achieve their academic and personal goals. In this research, the hypothesis that outdoor lessons
have positive, not negative effects on subsequent classroom engagement was tested. It was found
that classroom engagement was signicantly better after outdoor lessons than after regular lessons.
Such results suggest that outdoor lessons can actually motivate students to engage more in regular
lessons, even when they explore content that is not directly available to them. This practice, referred to as
“Refueling Students in Flight,” advocates the inclusion of more outdoor lessons in formal education (Kuo,
Browning and Penner, 2018).
One of the most well-known forms of outdoor education is the “School in Nature,” where students
spend time in nature and actively participate in various educational activities. The organization of this form
of outdoor education aims to acquaint students with objects, phenomena, processes, and achievements
in nature. “School in Nature,” as a form of outdoor education, carries signicant educational and
developmental importance because it establishes the most effective connection between the teaching
process and the natural laws and phenomena. Through the implementation of the “School in Nature,”
teaching is efciently linked to current social and life contexts, contributing to comprehensive development
and the improvement of students’ personalities, providing an opportunity for a deeper understanding and
practical application of acquired knowledge.
The perspectives of teachers and students play a crucial role in shaping and assessing the success
of any educational approach, including outdoor education. The teacher’s perspective involves planning
and organizing eld activities, adapting teaching methods and materials, and managing the group of
students. Teachers are essential for the successful implementation of outdoor education because they
are responsible for ensuring the safety of students, motivating learning, and maximizing the benets of
the eld experience. They must be experts in their subject areas but also need to be capable of adapting
to changing circumstances and student needs during the eld trip. On the other hand, the perspective of
students is crucial for understanding the impact of outdoor education on their development, motivation,
and engagement. Through the “School in Nature,” students gain practical experiences that stimulate
their curiosity, creativity, and self-condence. Through outdoor education, students have the opportunity
to apply acquired knowledge and skills in the real world, develop interpersonal and teamwork skills
through collaboration with peers and teachers, and form an awareness of nature and the environment,
understanding the importance of preserving natural resources.
The competencies required of teachers for outdoor activities are dynamic and complex due to
the close connection to the pedagogical, psychological, methodological, didactic, and subject-specic
competencies of teachers. As such, these activities encompass the following: fostering students’
creativity, critical thinking, good communication, innovation, research, problem-solving, and environmental
awareness. In the outdoor environment, the teacher should provide individual support to students, motivate
them to take charge of their own learning, support different learning styles, provide appropriate feedback
on their work, and ensure a safe learning environment.
The dedication teachers invest in the planning and implementation of learning material often dictates
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Cenić, et al. (2023). Outdoor education: Perspectives of teachers and students in the context of school in nature as an innovative
approach in education, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(3),
497-510.
the impact outdoor education will have on students. Linking outdoor education with classroom concepts
implies that teachers adapt experiential learning in informal settings to stimulate interest, motivation, and a
desire for exploration and knowledge acquisition in students. This will enable the improvement of learning
in a formal context. If classroom education is enhanced with one of the forms of outdoor education, such
as teaching in the schoolyard, visits to natural, cultural, sports, and economic facilities, “School in Nature,”
eld trips and so on, and if it is done with the intention of integrating curriculum content, where multiple
subjects are simultaneously organized, students will better understand the content, actively engage in the
learning process, take responsibility for self-learning, etc. The essence of the mutual complementarity of
classroom and outdoor education and their integration into a unied and high-quality education process is
that teachers and students nurture and create pedagogical, educational, and learning strategies that are
occasionally realized in nature (Jurčić, 2015).
The research in this paper is focused on examining the opinions of teachers and students in
elementary schools regarding the importance of implementing “School in Nature” as a form of outdoor
education, concerning its educational effectiveness, the quality of organization, and the aspect of
“innovation” in the teaching process. The quality of education is determined by its structure, learning
materials, teaching methods, and the ability to direct learning towards concrete interaction with the
environment. The aspect of “innovation” is reected in the cognitive, psychological, and geographic
spheres (Orion and Hofstein, 1994). The signicance of the “School in Nature” is evident in the realm of
practical and empirical application of acquired knowledge, the development of social relationships, as well
as in the sports and recreational aspect. “School in Nature” represents an understanding of the educational
and pedagogical signicance and its contribution to increasing students’ academic achievements. As a
form of outdoor education, it is pedagogically grounded and interesting to students in learning of subject
matter content. What is most remembered aspect in adulthood, related to a school eld trip, is the escape
from the classroom routine (Pace and Tesi, 2004).
The research conducted is signicant in the eld of learning environments because there are very
few studies that pertain to the effectiveness of the outdoor learning, emphasizing the natural environment
and practical education, which provides a positive learning environment and the study of the Nature and
Society subject. Research shows that teachers often avoid outdoor learning because “School in Nature”
is not a pleasant experience for them (Fido and Gayford, 1982).
However, many researchers believe that the environment to which students are exposed and how
students feel in the classroom also inuence their interest in the learning process (Fraser, 2012). As a
result of exposure to a favorable learning environment, students achieve higher academic performance
(Fraser, Fisher and McRobbie, 1996). One of the main shortcomings mentioned is the factor of “novelty.”
Students may become distracted when exposed to a new environment, spending too much time adapting
to the new surroundings, which can deter them from actual learning. An analysis of studies has shown
that organized education activities in nature are a powerful tool that helps improve learning performance,
social, emotional, and personal development, contributing to the preservation and enhancement of
students’ health. Additionally, outdoor learning activities can be attributed to active teaching methods,
and at the same time, outdoor education provides a favorable psycho-emotional space for the mental,
physical, social, and moral well-being of students.
Materials and Methods
The aim of the research is to examine the opinions of elementary school teachers and students
regarding the importance of outdoor education, specically through the example of the School in Nature,
in organizing learning activities and meeting learning objectives. The research seeks to identify their
opinions towards the benets of outdoor education (School in Nature) and various aspects of the teaching
process, such as the educational, social, recreational, and ecological aspects, and nally to identify any
differences in the opinions of teachers and students. The operationalization of the objective was carried
out through the following tasks:
1. Examine teachers’ opinions on the importance of outdoor education, especially through the
example of the School in Nature, in various aspects of the teaching process (educational, social,
recreational, and ecological).
2. Investigate students’ opinions regarding the benets of outdoor education, especially through
the example of the School in Nature, in various aspects of the teaching process (educational, social,
recreational, and ecological).
3. Identify the existing differences in the opinions of teachers and students regarding outdoor
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Cenić, et al. (2023). Outdoor education: Perspectives of teachers and students in the context of school in nature as an innovative
approach in education, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(3),
497-510.
education, especially through the example of the School in Nature, in organizing learning activities and
meeting learning objectives.
The initial research hypothesis is as follows: Teachers and students recognize the importance
of outdoor education, especially through the application of the School in Nature, in organizing learning
activities and meeting learning objectives.
The following auxiliary hypotheses have been proposed:
h1: There is compliance between teachers’ opinions regarding the signicance of outdoor education,
using the example of School in Nature, and its benets for the educational aspect of the teaching process.
h2: There is compliance between students’ opinions regarding the signicance of outdoor education,
using the example of School in Nature, and its contribution to various aspects of the teaching process,
particularly in the social and recreational aspects.
h3: There are statistically signicant differences in the opinions of teachers and students regarding
the contribution of outdoor education, using the example of School in Nature, to the realization of learning
activities within the instruction process, with the expectation that teachers will express a higher degree of
recognition of the importance of outdoor education compared to students.
The research was conducted on a sample of primary school class teachers and fourth-grade
students in the Bor district in the Republic of Serbia. A total of 223 participants took part in the study, with
73 primary school class teachers (N=73) and 150 fourth-grade students (N=150). Out of the 73 surveyed
primary school class teachers, 43 (58.9%) were from urban schools, and 30 (41.1%) were from rural
schools. Among the 150 students, 88 (58.7%) were from urban schools, and 62 (41.3%) were from rural
schools.
In the study, a specially designed Likert-type questionnaire was used, where participants rated their
agreement on a scale of 1 to 5, with 5 being “completely agree”, 4 being “agree”, 3 being “undecided”,
2 being “disagree”, and 1 being “completely disagree”. This questionnaire was designed to assess the
opinions of teachers and students regarding their attitudes towards the learning environment and the
effectiveness of implementing outdoor education, with a focus on the School in Nature program. Numeric
data were presented using mean, standard deviation, as well as minimum and maximum values. Student’s
t-test was used to examine the differences between teachers and students. Statistical signicance was
dened at a probability level of p ≤ 0.05. Statistical analysis was performed using the SPSS software
version 25.
Results
The rst research objective aimed to investigate teachers’ opinions regarding the importance
of outdoor education, particularly through the School in Nature program, in various aspects of the
educational process (educational, social, recreational, and environmental). Teachers expressed their
level of agreement with statements about the educational, social, recreational, and environmental aspects
of the education process in the context of the School in Nature on a ve-point Likert scale. The results of
the study are shown in Table 1.
Teachers believe that outdoor education, such as the School in Nature program, has the most
signicant impact on the development of positive social relationships among students (M=4.6). It also
contributes to increased student achievements (M=4.1) and encourages students to engage in recreational
activities (M=3.8). However, it has the least impact on the development of students’ skills (M=3.7). Research
ndings obtained during the survey of teachers’ opinions about the inuence of outdoor education within
the educational and pedagogical aspects indicate that teachers believe that School in Nature has the
biggest effect on the more successful organization of the teaching process and education in general
(M=4.4). These research ndings are corroborated by teachers’ opinions that the learning environment
provided by the School in Nature contributes to students’ more successful mastery of the curriculum
(M=4.2). Teachers assess that the practical and empirical learning space within the School in Nature
particularly contributes to the more successful implementation of the Natural Sciences and Society subject
content (M=4.0). They also recognize the signicant effectiveness of outdoor education in delivering the
curriculum of all subjects (M=4.1). In connecting outdoor education with the classroom concept, teachers
see a high contribution in acquiring knowledge and competencies related to environmental conservation,
social community, culture, and the environment that the School in Nature provides (M=4.1). Teachers
believe that students’ engagement in choosing the destination mostly affects the effectiveness of outdoor
educational activities (M=4.5). Moreover, students’ desire for exploration and knowledge acquisition
in natural settings is encouraged by the formal classroom learning enhanced with destination-related
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Cenić, et al. (2023). Outdoor education: Perspectives of teachers and students in the context of school in nature as an innovative
approach in education, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(3),
497-510.
content, providing students with essential knowledge of concepts related to interacting with the natural
setting of the selected destination (M=4.2). Teachers emphasize the importance of planning experiential
learning within outdoor education and the alignment of the School in Nature programs with subject
content (M=4.0). The research ndings indicate that teachers are aware of deciencies in the preparation
and implementation of outdoor education (M=1.6) and believe that teacher training, encompassing the
planning and execution of the School in Nature, would be highly benecial for future educational work in
the classroom (M=4.0).
Table 1
Teachers’ opinions on the signicance of outdoor education in terms of the educational, social,
recreational, and ecological aspects
N=number of respondents, Min=minimum, Max=maximum, M=Mean, SD=Standard deviation
The second research objective aimed to examine the opinions of students regarding the signicance
of extracurricular activities through educational, social, recreational, and environmental aspects of the
educational process. Students expressed their agreement or disagreement on a ve-point Likert scale
with statements related to the School in Nature. The results of the research are presented in Table 2.
Students nd classes conducted outside the classroom very interesting (M=4.6) because they
believe they learn more than in regular classroom lessons (M=4.5). Research ndings on students’
opinions regarding the contribution of School in Nature show that students support activities conducted
outside the classroom because they actively engage in the learning process when conducting research to
solve problems (M=4.2) related to various educational content (M=4.2). From the students’ perspective,
the contribution of outdoor education is primarily associated with the development of positive social
relationships among students (M=4.2) and the encouragement of sports and recreational activities
(M=3.3). Lower scores are recorded in terms of students’ assessments related to the contribution to
increasing student achievements (M=2.1) and the development of students’ abilities (M=2.3). Students
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Cenić, et al. (2023). Outdoor education: Perspectives of teachers and students in the context of school in nature as an innovative
approach in education, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(3),
497-510.
see the importance of School in Nature in mastering subject matter through concrete activities (M=4.1).
According to students, the effectiveness of the outdoor environment, which emphasizes the natural
environment, is reected in the fact that it allows them to practically form a relationship with nature and its
values, the social community, culture, and the environment (M=3.8). Students believe that the practical
and empirical application of acquired knowledge is reected in the way they can more easily connect
the phenomena and objects they encounter in the natural environment in an interesting and engaging
manner (M=3.5) and relate them to multiple subjects (M=3.4). Students assess that outdoor education
helps them in mastering the subject matter of Nature and Society (M=3.1) because concrete activities
serve as inspiration (motivation) for further research in the subject and natural phenomena (M=3.0).
Students have a limited perception of the complementarity between classroom and outdoor education, as
evidenced by the lower scores related to their assessments of success in acquiring educational content
in the classroom (M=2.8) and active participation in teamwork (M=2.8). Their interest in the learning
process outside the classroom is minimal, as indicated by the research results of student perceptions of
School in Nature regarding the clarity of educational content after its practical application (M=2.7) and
the efciency in solving tasks in a natural environment (M=2.2). Students believe that there is a need for
alignment between the School in Nature program and the subject content (M=3.5) to improve awareness
of the destination aimed at forming initial attitudes towards learning outside the classroom (M=2.4) and
increasing their interest in acquiring basic knowledge related directly to educational tasks (M=2.0).
Table 2
Students’ opinions about the importance of outdoor education
N=number of respondents, Min=minimum, Max=maximum, M=Mean, SD=Standard deviation
The third research task focused on examining the differences in the opinions of teachers and
students regarding the signicance of outdoor education, using the example of School in Nature. The
attitudes of teachers and students were assessed concerning the organization, planning, alignment of
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Cenić, et al. (2023). Outdoor education: Perspectives of teachers and students in the context of school in nature as an innovative
approach in education, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(3),
497-510.
program content, as well as their perceptions of the educational and pedagogical effectiveness in terms
of the contributions to the educational process and the quality of the educational process. A T-test for large
independent samples indicates that there is a statistically signicant difference in the perception of certain
elements of the importance of outdoor education, as exemplied by School in Nature, between teachers
and students. The research results obtained are presented in Table 3.
Statistically signicant differences were identied in the opinions of teachers and students
regarding organization, planning, and alignment of curriculum. Teachers expressed their competence
for conducting outdoor education by stating that geographical (4.49±0.50), intellectual (4.40±0.66),
and psychological (5.00±0.00) preparation is necessary to provide a positive learning environment in
School in Nature. In contrast, students gave lower scores, p=0.000. In the assessments by students,
there is a prevailing attitude compared to teachers related to the evaluation process after the activities
in School in Nature. According to students, this evaluation is necessary to understand the signicance
of outdoor education in achieving the educational and pedagogical goals in the area of pragmatic and
empirical application of acquired knowledge and experiences (1.97±0.75), p=0.000. Within the sphere of
educational and pedagogical effectiveness in the educational process, teachers emphasize the cognitive
domain (knowledge acquisition) more (3.88±0.76) compared to students (3.19±1.08), p=0.000. However,
for students, the affective domain (attitudes, values, interests) is of greater importance (4.25±0.70)
compared to teachers (3.92±0.95), p=0.000. In the psychomotor domain (skills, abilities), both teachers
and students have similar preferences (aspirations) to be achieved in the outdoor education environment,
p=0.716. Teachers recognize the educational and pedagogical signicance of School in Nature as a form of
outdoor education and its connection to the classroom concept through experiential learning in formal and
informal settings (4.01±0.77). In contrast, students’ interest in the learning process is signicantly lower
(2.05±1.02), p=0.000. The outdoor education environment, which involves organizing the educational
process through participant interaction and implementing content, is equally acceptable to both students
(4.60±0.49) and teachers (4.48±0.67), p=0.130. Regarding the perceived contribution of School in Nature
and its educational and pedagogical signicance, a statistically signicant difference is observed, with
teachers recognizing its importance more than students, especially concerning students’ educational
achievements through content correlation between subjects (4.11±0.94) and the functionality of acquired
knowledge (4.47±0.69), p=0.000. The research ndings show that there are differences in the opinions of
teachers and students when it comes to educational effectiveness and the quality of School in Nature’s
organization. Teachers more strongly emphasize the aspect of “innovation” in knowledge acquisition
through outdoor education compared to the traditional classroom approach (4.41±0.66), p=0.000.
Regarding the essence of the complementarity between classroom and outdoor education, as exemplied
by School in Nature, teachers recognize it more than students, especially in terms of enhancing the quality
of the educational process through experimentation and research (3.73±1.19) and in the higher quality
of pedagogical work in activities that provide enjoyment and interest (3.96±0.77), p=0.000. A statistically
signicant difference can be noticed in the opinions of teachers and students regarding the contribution
of educational and pedagogical activities in nature, which provide a favorable time for relaxation from the
classroom routine and the improvement of social skills. Teachers emphasize the social (4.42±0.69) and
adventurous aspects (4.23±0.77) of outdoor education more than students, as well as the environmental
aspect (4.25±0.70), p=0.000. Regarding the sports and recreational aspect, both teachers and students
believe it is a powerful tool that contributes to the preservation and enhancement of students’ health,
so there is no statistically signicant difference in the attitudes of teachers and students on this aspect,
p=0.701. The implementation of inclass and extracurricular activities outside the classroom, as exemplied
by School in Nature, is a specic form of work where both teachers and students nurture and create
situations and strategies for educational and pedagogical work in natural conditions. Students emphasize
the attitude of the “use-fulness” of outdoor education (2.61±1.20) more than teachers do, p=0.000.
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Cenić, et al. (2023). Outdoor education: Perspectives of teachers and students in the context of school in nature as an innovative
approach in education, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(3),
497-510.
Table 3
Differences in the opinions of teachers and students regarding the benets of outdoor education
M=Mean, SD=Standard deviation, t= T test, df= degree of freedom, p=signication
Discussions
The research conducted in this paper aimed to examine the opinions of teachers and students
in elementary schools regarding the signicance of outdoor education, using the example of School in
Nature, in organizing the educational and pedagogical activities within the teaching process. The research
results indicate that teachers, by directing their attention to outdoor education as an innovative approach
in educational and pedagogical work, are implementing a new approach that goes beyond the traditional
classroom model. The concept of outdoor education in nature implies moving students outside the
comfortable classroom environment and involving them in spatial activities that require deeper reection,
experimentation, and teamwork.
The rst research task focused on examining the opinions of teachers about the signicance of
outdoor education, using the example of School in Nature, in various aspects of the teaching process
(educational, social, recreational, and ecological). Based on the research results, it can be observed that
teachers perceive a high contribution of outdoor education in School in Nature in the following aspects:
1. School in Nature provides opportunities for social interactive learning: Teachers believe that
School in Nature has an extremely positive impact on the development of positive social relationships
among students (M=4.6). This can be explained by the fact that this type of education promotes team-
work, collaboration, and mutual understanding among students. The outdoor environment promotes the
importance and the need for critical reection on the relationship between humans and nature and human-
to-human relationships. When students are moved from the classroom to a natural environment, they face
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Cenić, et al. (2023). Outdoor education: Perspectives of teachers and students in the context of school in nature as an innovative
approach in education, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(3),
497-510.
new challenges that require communication and collaboration to achieve the goals of assigned activities.
2. School in Nature has great educational signicance for students: Teachers recognize that out-
door education signicantly benets a more successful organization of the teaching process and overall
instruction (M=4.4). This aspect may result from increased exibility in planning and conducting educational
activities outside traditional classrooms. Teachers have the opportunity to adapt educational objectives
and students’ needs in the outdoor environment, which can lead to more efcient and engaged learning.
Teachers acknowledge that outdoor education provides a learning environment that contributes to more
successful content mastery among students. They perceive outdoor activities in the zone of improving
students’ academic achievements (M=4.1) and see outdoor education as an organized extracurricular
session aimed at stimulating students to independently acquire knowledge and skills. The outdoor learning
environment provides unique opportunities to encourage the development of an individual’s intellectual
sphere and motivates students to voluntarily develop an interest in learning in a pedagogically designed
atmosphere that contributes to more successful content mastery among students (M=4.2). Activities in
the natural environment allow students to practically apply educational content, which improves their
understanding and application of what they have learned. This practical application can result in better
performance and long-term retention of knowledge during the learning process.
3. School in Nature fosters environmental awareness among students and serves as a link between
nature and the classroom concept: Teachers acknowledge a signicant contribution of outdoor education
in acquiring knowledge and competencies related to nature conservation, social community, culture, and
the environment (M=4.1). They also emphasize the importance of integrating outdoor education with the
classroom concept to ensure that students gain fundamental knowledge about interacting with the natural
environment. Integrating outdoor education with curriculum content can provide a more comprehensive
understanding and application of the material. Teachers assess that School in Nature contributes to the
more successful implementation of the Nature and Society subject content, as well as the content of all
subjects (M=4.1).
4. School in Nature provides students with opportunities for sports and recreational activities: The
research shows that teachers recognize the sports and recreational signicance of outdoor education,
especially in the context of School in Nature. Teachers assess that outdoor education encourages students
to engage in recreational activities (M=3.8), indicating that they believe this type of education contributes
to student involvement in sports and recreational activities. These activities offer opportunities for physical
exercise, improving tness and health, developing motor skills and coordination, as well as fostering
teamwork, collaboration, and socialization among students. Students can experience fun and satisfaction
through sports and recreational activities, which can contribute to positive motivation for learning and
increased engagement in their studies. Additionally, these activities can provide a change of environment
and refreshment from the typical school setting, which can enhance students’ interest and engagement.
In order to achieve a signicant contribution of outdoor education in the mentioned aspects and
enable its integration with the classroom concept, teachers recognize the exceptional importance of
involving students in the destination selection process (M=4.5) and providing comprehensive information
to students about the content that allows them to gain a basic understanding of key concepts related to
interactions in the natural environment of the chosen destination (M=4.2). Teachers are aware of the existing
challenges in preparing and implementing outdoor education and emphasize the importance of precise
planning and alignment of the School in Nature program with subject content (M=4.0). Recognizing the
value of outdoor education, they highlight that teacher training, which includes planning and implementing
such activities, would be of utmost importance for the further development of educational work within the
classroom (M=4.0).
Research ndings show that teachers recognize the innovative approach of outdoor education, such
as School in Nature, as a means to break free from classroom routines and improve educational work.
Their opinions indicate positive effects of outdoor education in the areas of student social relationships,
the organization of the teaching process, learning efciency, and subject integration. The research results
suggest compliance between teachers’ attitudes towards the signicance of outdoor education, in the case
of School in Nature, and its contribution to the educational aspect of the teaching process, conrming the
initial hypothesis.
However, in order to further enhance the preparation and implementation of outdoor education,
teachers believe they need additional training to empower and better prepare them for planning and
executing such activities in line with the goals of educational work. In this way, teachers could more
effectively utilize innovative teaching approaches, such as School in Nature, to improve the quality of the
teaching process and the learning experience of their students, providing them with a unique opportunity
for practical and experiential learning outside the classroom.
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506
Cenić, et al. (2023). Outdoor education: Perspectives of teachers and students in the context of school in nature as an innovative
approach in education, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(3),
497-510.
The second research task focused on examining students’ opinions regarding the signicance of
outdoor education, using the example of School in Nature, in various educational, social, recreational, and
environmental aspects of the teaching process. Students shared their views and attitudes about different
aspects of outdoor education, and the research results provide insights into their satisfaction, perceptions
of benets and drawbacks, as well as suggestions for improving this type of education. Based on the
research ndings, it can be observed that students assess the high contribution of outdoor education,
using School in Nature as an example, in the following aspects:
1. Educational aspect of School in Nature from the students’ perspective: According to the research
results, students express positive opinions about the contribution of outdoor education, especially School
in Nature, as they see it as a platform that provides them with psychological comfort and increases
motivation. Students nd outdoor lessons extremely interesting (M=4.6) and believe that they learn
more than in regular school classes (M=4.5). This suggests that students perceive outdoor education as
bringing additional educational value and stimulating their interest and engagement. Students have also
expressed support for structured outdoor activities as it allows them to informally engage in the learning
process and problem-solving across various subject areas (M=4.2). They believe that these activities
provide opportunities to apply acquired knowledge in concrete situations related to nature, the community,
culture, and the environment.
However, there are certain challenges and drawbacks identied in the research within the mentioned
aspect. Students are less aware of the complementarity between classroom and outdoor education,
which is reected in their lower scores in terms of the success in acquiring instructional content in the
classroom and active participation in teamwork (M=2.8). Furthermore, students have minimal interest
in the learning process outside the classroom, as conrmed by research ndings related to the clarity
regarding instructional material after practical application (M=2.7) and the effectiveness in solving tasks
in a natural environment (M=2.2). Based on the results, it can be concluded that there is a perception
among students that it is necessary to align the School in Nature program with subject content and to
directly connect outdoor education activities with the material taught in school. This highlights the need
for synchronizing the curriculum and outdoor activities to ensure that the topics and objectives of both
approaches coincide and complement each other.
Furthermore, the research results indicate insufcient awareness among students about the
destination (M=2.4), which is an integral part of the School in Nature program and aims to shape their
initial attitudes towards learning outside the classroom. These ndings highlight the need to provide
clear information to students about the purpose and objectives of such activities so that they can better
understand the reasons for choosing a specic destination and how these activities can contribute to
their learning. Additionally, the ndings show that students express insufcient interest in acquiring basic
knowledge of concepts directly related to educational tasks (M=2.0). This nding suggests that students
are not motivated for independent learning or research related to these concepts. The lack of fundamental
knowledge may limit their ability to fully understand and apply the subject matter covered in class.
2. School in Nature provides opportunities for social interactive learning: When it comes to the
contribution of outdoor education, students have emphasized that they primarily associate its value with
the development of positive social relationships (M=4.2). When students speak about the value of outdoor
education in the context of social relationship development, it indicates their awareness that the outdoor
environment provides space for peer interaction, connection, and the exchange of ideas. This interaction
takes place in an environment that is less formal and structured compared to the classroom, which can
encourage more open communication and the exchange of opinions. Through outdoor activities, students
can work together to solve problems, challenges, and tasks, which promotes teamwork and mutual
support. This type of collaboration can have a positive impact on the development of social skills, such
as listening, communication, collaboration, negotiation, and conict resolution. Students can get to know
each other in a different way, creating stronger bonds and developing friendships. It is important to note
that social interactive learning through outdoor education can have long-term benets. Students gain
experiences that can help them build positive relationships and communicate, not only in an educational
context but also in everyday life. Understanding, empathy, teamwork, and the ability to collaborate with
others are important skills that can be benecial in many situations in students’ lives.
3. School in Nature fosters environmental awareness in students and serves as a link between the
nature and the classroom: Students emphasize that outdoor education helps connect different subjects
and that concrete activities inspire them for further exploration (M=4.1). This is important because it
encourages students to take a holistic approach to learning and understanding complex issues and
phenomena that cannot be comprehensively grasped through individual subjects. Students believe that
outdoor education particularly contributes to their understanding and mastery of the subject of Nature and
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Cenić, et al. (2023). Outdoor education: Perspectives of teachers and students in the context of school in nature as an innovative
approach in education, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(3),
497-510.
Society. Through practical activities and eldwork, students have the opportunity to apply their knowledge
from various elds in real-life situations. Additionally, students perceive specic outdoor education activities
as a source of inspiration and motivation for further exploration of subjects and natural phenomena. These
activities provide them with a chance to face real challenges and problems, and successfully overcoming
these challenges allows them to feel motivated and condent, positively impacting their readiness for
learning and exploration.
4. School in Nature provides students with opportunities for sports and recreational activities:
Students have recognized the importance of sports and recreational activities in the outdoor education
environment (M=3.3). These activities give students the chance to engage in teamwork, develop social
skills, and gain experience in the practical application of what they have learned. Sports and recreational
activities in the outdoor education environment offer students the opportunity to develop social skills.
Through interaction with their peers during sports activities, students learn how to adapt to different roles,
respect the rules of the game, resolve conicts, and foster a sense of teamwork. These skills are not
only valuable for sports but also hold broader societal signicance as they help students integrate better
within a group and establish positive relationships with others. The practical application of what is learned
through sports and recreational activities is also a signicant aspect. Students get the opportunity to apply
theoretical knowledge they have acquired in the classroom to real-life situations. This enables them to
understand the practical application of concepts and develop skills that will be useful in their daily lives.
Sports and recreational activities in School in Nature signicantly contribute to the social development
of students by strengthening their teamwork skills, enhancing social interaction, and enabling the
practical application of what they have learned. These activities promote a holistic approach to education,
emphasizing the importance of physical health, supporting social integration, and allowing for the practical
application of knowledge.
Students’ opinions highlight the importance of establishing a better connection between classroom
and outdoor education to provide clearer support and information to students regarding the objectives
and content of outdoor education, aiming to stimulate greater interest and engagement in the learning
process outside the classroom. The research ndings on students’ views on the importance of School
in Nature indicate the signicance of students being well-informed about the School in Nature program,
their involvement in the planning and destination selection process, and the increase of their interest in
fundamental knowledge directly related to educational tasks. Moreover, the way information is provided
to students and how communication between teachers and students regarding outdoor education can
be improved should be considered. To fully utilize the benets of outdoor education, it is essential to
encourage greater student interest, enable active participation, and ensure students’ comprehension
of the School in Nature program. The ndings suggest that additional teacher training is necessary to
effectively plan and carry out outdoor activities and their contributions to student learning and motivation.
The conclusion that can be drawn from the research results is that students recognize the value of
outdoor education in the given aspects, particularly in the context of School in Nature. However, there are
areas that require additional attention and improvement. The hypothesis that there is agreement between
students’ views on the contribution of outdoor education, specically School in Nature, in different aspects
of the education process, especially in the social and recreational sense, can be partially conrmed based
on the research ndings. The research ndings suggest that there are indications of compliance between
students’ views on the contribution of outdoor education in various aspects of the educational process.
However, this compliance can be considered strong or robust in the social aspect, while in other aspects,
it is less pronounced or inadequately supported. Students express positive views regarding social
interactive learning, emphasizing the development of positive social relationships and skills. Moreover,
students’ views indicate the positive impact of outdoor education on their interest, motivation, and ability
to learn more. Additionally, students recognize the value of outdoor education in connecting different
subjects and inspiring further exploration. However, although students acknowledge the importance of
sports and recreational activities, the research ndings indicate a less pronounced or less robust positive
attitude regarding the recreational aspect of outdoor education.
The third research task aimed to investigate the differences in the opinions of teachers and students
regarding the signicance of outdoor education, using the example of the School in Nature. The attitudes of
teachers and students were examined concerning organization, program planning, alignment of content,
as well as their views on the educational and pedagogical effectiveness in the realms of the education
process and the quality of the education process. Based on the obtained results, signicant differences
in the attitudes of teachers and students can be observed regarding the organization, planning, and
alignment of program content in the School in Nature.
Teachers display high competence and readiness for conducting outdoor education, considering
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508
Cenić, et al. (2023). Outdoor education: Perspectives of teachers and students in the context of school in nature as an innovative
approach in education, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(3),
497-510.
that geographical, intellectual, and psychological preparation is necessary to provide a positive learning
environment. In contrast, students show lower scores and less readiness for such preparation, indicating
their insufcient interest and engagement in these aspects of outdoor education. Regarding the evaluation
process after the activities in the School in Nature, students have a clear opinion about the necessity of
such evaluation to assess the importance of outdoor education in achieving educational and pedagogical
goals. On the other hand, teachers emphasize this aspect less, which may suggest their lower awareness
of the signicance of evaluation in the context of outdoor education. Additionally, differences in emphasizing
the cognitive and affective domains in teaching processes are noted. Teachers emphasize the cognitive
domain (knowledge acquisition) more, while students attach greater importance to the affective domain
(attitudes, values, interests). This may indicate the need to adapt teaching methods and approaches to
pay more attention to the emotional engagement of students. Regarding the pedagogical and educational
signicance of the School in Nature, teachers, more than students, recognize its value in students’
academic achievements, in the correlation of content between subjects, and in the functionality of acquired
knowledge. Furthermore, teachers emphasize the “innovation” in knowledge acquisition through outdoor
education more than students, who show less interest in the learning process in that context. Regarding
the pedagogical and educational efciency, teachers emphasize the social and adventurous aspects of
outdoor education, as well as the environmental aspect, more than students. The sports and recreational
aspect is considered a powerful tool for preserving and enhancing students’ health, with no signicant
differences between the attitudes of teachers and students. Students express the view of the “usefulness”
of outdoor education, while teachers emphasize this aspect less. This may indicate different perspectives
and expectations regarding the benets that outdoor education provides to students.
The research ndings have identied statistically signicant differences in the opinions of teachers
and students regarding the organization, planning, and evaluation of outdoor education. Teachers have
shown higher competence and awareness of the importance of outdoor education in achieving educational
and educational goals, while students have demonstrated less interest and engagement in these aspects.
Differences were also noted in emphasizing the cognitive and affective domains and in evaluating the
pedagogical and educational signicance of the School in Nature. The research clearly conrms the
hypothesis that teachers and students have signicantly different views about the importance of outdoor
education, especially the School in Nature, in achieving educational goals. Teachers particularly value
preparation, the cognitive domain, and the complementarity between classroom and out-door education,
while students emphasize the need for evaluation, the affective domain, and the social aspect of outdoor
education. This points to the need for better understanding and communication between teachers and
students to maximize the benets of outdoor education.
The research results have shown that both teachers and students recognize the signicance
of outdoor education, particularly through the implementation of the School in Nature, in organizing
educational activities within the teaching process, thus clearly conrming the main hypothesis. Teachers
express a high level of support for this innovative teaching approach, acknowledging its positive effects
in various aspects of education, such as students’ social relationships, the organization of the teaching
process, learning efciency, and the connection with subjects. Their attitudes indicate competence
and awareness of the importance of outdoor education in achieving educational and learning goals,
emphasizing particularly the cognitive domain and the complementarity between classroom and outdoor
education. On the other hand, students also recognize the value of outdoor education, but there are
variations in their attitudes. The importance of social interactive learning, the development of positive social
relationships and skills are particularly highlighted. Students also acknowledge the value in connecting
different subjects and nding inspiration for further exploration. However, their support for the recreational
aspect of outdoor education is less pronounced.
These ndings highlight the importance of understanding the differences between teachers’ and
students’ opinions to better adapt and improve outdoor education. The research also underscores the
need for more effective communication between teachers and students to maximize the benets of this
innovative educational approach.
Conclusions
The essence of this study lies in the empirical approach to exploring the signicance of outdoor
education, using the example of School in Nature, from the perspective of both teachers and students,
as an educational tool to connect students with concepts beyond the classroom. Teachers and students
recognize numerous benets of outdoor education, including educational, social, recreational, and
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509
Cenić, et al. (2023). Outdoor education: Perspectives of teachers and students in the context of school in nature as an innovative
approach in education, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(3),
497-510.
environmental dimensions. However, there are several challenges and shortcomings related to its
implementation.
Teachers are more aware of the signicance of outdoor education than students. They recognize
various aspects of outdoor education and view it as a valuable tool to increase students’ interest, motivation,
and effective learning. Additional training for teachers is necessary to enable them to successfully plan and
conduct outdoor activities. Teachers are aware of the need for professional development to enhance their
skills and knowledge related to outdoor education. Continuous professional development for teachers
should be supported to ensure the effective implementation of outdoor education.
Students have clearly expressed the view that outdoor education activities should be directly
related to the curriculum taught in school. This highlights the need to integrate outdoor education into
regular teaching materials to allow students to apply their acquired knowledge in practical situations.
Teachers should devise ways to align outdoor education programs with the school curriculum to ensure
their mutual complementarity and integration.
The pedagogical implications of this research include the need to support teachers through
additional training, resources, and time for planning and conducting outdoor activities. It is also important
to raise students’ awareness of the signicance of outdoor education and its benets. Integrating outdoor
education with regular teaching materials can enhance learning and the application of knowledge in
practical situations.
Overall, outdoor education, such as School in Nature, represents an innovative approach that
enhances educational and pedagogical efforts. The implementation of this type of education requires
the support of educational systems, curricula, and continuous professional development for teachers.
The pedagogical implications underscore the need for improving outdoor education to stimulate student
interest, motivation, and successful learning.
These conclusions highlight the importance of further research and the enhancement of the
organization and implementation of outdoor education to better meet the requirements and expectations
of all participants in the education process.
Acknowledgements
The authors would like to thank the respondents who participated in the research.
Conict of interests
The authors declare no conict of interest.
Author Contributions
Conceptualization, T.M.DJ., D.C., A.S.S., A.S; methodology, T.M.DJ., D.C., A.S.S., A.S; software,
T.M.DJ.; formal analysis, T.M.DJ. and A.S.S.; writing—original draft preparation, T.M.DJ., D.C., A.S.S.,
A.S; writing—review and editing, T.M.DJ., D.C., A.S.S., A.S. All authors have read and agreed to the
published version of the manuscript.
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