![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
ABSTRACT
Positive outdoor teaching and learning experiences and sound pedagogical approaches undoubtedly have contributed towards an understanding of environmental sustainability but it is not always clear how, and to what extent, education can translate into action. This article argues, with reference to social learning theory, that role modelling, mentoring and sustainable practice, by outdoor educators and using outdoor experiences, can contribute to pro-environmental action by offering an array of possibilities to engender pro-environmental behaviour. Pro-environmental behaviour is situated on the spectrum towards the realisation of a sustainable ‘lifestyle’, which implies a stronger and more committed intent, but might constitute too radical a shift with implied structural change. Using Cooper’s theoretical framework of ‘awareness, empowerment and commitment’, the place of role modelling through long-term mentoring in real, lived, outdoor environments that embrace pro-environmental behaviour is illustrated but further empirical research is required to substantiate the evidence base.
Acknowledgements
The author would like to thank the anonymous referees for their valued comments that contributed to the refinement of this article.
Disclosure statement
No potential conflict of interest was reported by the author.
Notes
1. Pro-environmental behaviour is defined, as in Kollmuss and Agyeman (Citation2002, p. 240), as ‘… behaviour that consciously seeks to minimize the negative impact of one’s actions on the natural and built world (e.g. minimize resource and energy consumption, use of non-toxic substances, reduce waste production)’.
2. See www.cat.org.uk
Additional information
Notes on contributors
Heather E. Prince
Heather Prince is Associate Professor of Outdoor and Environmental Education in the Department of Science, Natural Resources and Outdoor Studies at the University of Cumbria, UK. She designs, develops and teaches on many undergraduate and postgraduate courses in outdoor studies, and is interested in pedagogic practice in outdoor and environmental education. She is a Principal Fellow of the Higher Education Academy, Co-editor of the Routledge International Handbook of Outdoor Studies, attempts to live life sustainably and loves adventuring in wild places on foot and by boat.