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ABSTRACT
This paper aims to present findings from a doctoral study on the underexplored practice of outdoor education in the Middle Eastern country of Lebanon. I first propose a working definition for outdoor education before introducing the study’s findings that sought the perspectives of 30 Lebanese public and private primary school educators toward outdoor education and its integration in their teaching practice. Several perceived outdoor education benefits emerged from the participants’ narratives, including the promotion of the children’s emotional wellbeing, creativity, and motivation to learn. They also suggested many implementation challenges related to safety concerns, covering the concentrated curriculum, securing necessary funding, and weather conditions. Furthermore, the educators offered various ideas to integrate outdoor education in teaching languages, sciences, and social studies as well as in addressing environmental issues. I later discuss the findings and propose a set of recommendations to support the provision of enhanced outdoor education experiences.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Notes
1. In this document, I use the term outdoor education and outdoor learning interchangeably.
Additional information
Notes on contributors
Ziad F. Dabaja
Ziad F. Dabaja has a PhD in Educational Studies from the University of Windsor, Ontario, Canada. He is a member of the Ontario College of Teachers. His research interests include outdoor/environmental education, remote learning, building research capacity for pre/in-service teachers, and education for sustainable development with a focus on the 17 UN SDGs.