Maria Luisa Boninelli


The word 'Outdoor Education' (OE) encompasses a wide variety of pedagogical experiences characterised by active teaching that takes place in environments outside the school and is tailored to the characteristics of the territory and the socio-cultural context in which the school is located.

Originating in northern European countries and widespread there, in recent years outdoor education is also seeing a rapid spread in the Italian context.

The experience of outdoor schooling presents different challenges from those of traditional education, and children necessarily enhance creativity, collaboration and problem solving to deal with them (Brügge et al., 2018). OE is proposed as an alternative not only to traditional schooling, but also to the prevailing lifestyle of today's generation: children spend most of their time inside structures, be it the home, the school building, the gymnasium, and their days are punctuated by adult-scheduled engagements, so they lack free time to experiment or to get bored and therefore voluntarily seek, invent and create alternative activities (Gardner and Davis, 2014).

In addition to sharing and recognising the principles described in the Agenda 2030, its dissemination represents an opportunity to play a leading role in a renewed way of teaching by exploiting outdoor spaces as ideal learning environments, through a didactic approach based on exploration, discovery and learning skills in the field for unique competence development.



Outdoor education, children, skills, learning, nature

Full Text:



A.A.V.V., (2002). Outdoor Education - Authentic Learning in the Context of Landscapes. Linköping: Kinda Education Center.

Agostini F. e Minelli M. (2018) Nature-Based theory: quando l’outdoor promuove la salute e il benessere. Roma: Carrocci Editore

Bandura A. (a cura di), (1996) Il senso di autoefficacia. Aspettative su di sé e azione, Trento: Centro Studi Erickson,

Beames S., Higgins, P., & Nicol R. (2011). Learning Outside the Classroom – Theory and Guidelines for Practice. New York: Routledge.

Bertolino T., Perrazzoni A. (2014) Il valore educativo nel mondo rurale: la fattoria come contesto ponte tra bosco e città in Salomone M. (a cura di) , Prepararsi al futuro. Ambiente, Educazione, Sostenibilità. Istituto per l’Ambiente e l’educazione Scholé Futuro Onlus. Torino, pp.159-171.

Bortolotti A., (2019) Outdoor education. Storia, ambiti, metodi. Milano: Guerini Editore.

Carpenter C., Pryor A., & Townsend M. (2005). Outdoor education and bush adventure therapy: A socio-ecological approach to health and wellbeing. Australian Journal of Outdoor Education, 9, 1.

Crowther N., Higgins P., & Loynes C. (1997). A Guide for Outdoor Educators in Scotland. Penrith: Adventure Education.

Crudeli F., La Serra C., & Monti F. (2012,). Outdoor Education. Bambini disponibile in: https://docplayer.it/12424143-Outdoor-education-fabiola-crudeli-carmen-la-serra-e-fiorella-monti.html.

D’Ascenzo M., (2018) Per una storia delle scuole all’aperto in Italia. Pisa: Edizioni ETS.

Dewey J. (1963) Experience and Education, London: Collier-Macmillan

Farnè R., Agostini F. (a cura di),(2014) Outdoor Education. L’educazione sicura all’aperto. Parma: Edizioni Junior, Gruppo Spaggiari.

Farnè R., Bortolotti A., Terrusi, M. (2018) Outdoor Education: prospettive teoriche e buone pratiche. Roma: Carocci editore.

Garden H., Davis K, (2014) Generazione App. La testa dei giovani e il nuovo mondo digitale. Milano: Feltrinelli editore.

Higgins P., Loynes C., (1997) On the Nature of Outdoor Education. In: Higgins, P., Loynes C., Crowther N., (a cura di), A guide for Outdoor

Educators in Scotland, Adventure Education, Penrith (Cumbria), pp. 6-7.

Montessori M. (1950). La scoperta del bambino. Milano: Garzanti

Mortari L.(2018) La ricerca educativa nel campo dell’educazione ambientale: questioni aperte. In: Mortari L., Silva R. (a cura di), Per una cultura verde. Riflessioni sull’educazione ambientale. Milano: Franco Angeli, pp. 9-21.

Nardone P., Spinelli A., Buoncristiano M., Lauria L., Pizzi E., Andreozzi S., & Galeone D. (a cura di) (2016). Il Sistema di sorveglianza Okkio alla salute: risultati 2014. Istituto superiore della sanità.

National Center for Outdoor education: https://ncoae.org/

Sobel D., (2004) Place-Based Education. Connecting Classrooms and Communities, The Orion Society, Great Barrington, MA.

Szczepanski A. (2006). Outdoor Education - Authentic Learning in the Context of Landscape Literary education and sensory experience. Perspective of Where, What, Why, How and When of learning environments. Inter-disciplinary context and the outdoor and indoor dilemma. Linköping: Kinda Education Centrer.

Szczepanski A. (2009). Outdoor Education-Authentic Learning in the Context of Urban and Rural Landscape-A Way of Connecting Environmental Education and Health to Sustainable Learning- Literary Education and Sensory Experience. Perspective of the Where, What, Why and When of Learning. Linköping: Linköping University.

Tortella P, Schembri R. (2020) Covid-19 and the effect of isolation of the sedentariness and physical activity of children an Italian Study Vol 18 n° 3 pp 101-110 Lecce: Pensa Multimedia

Völker S. & Kistemann T. (2015). Developing the Urban Blue. Comparative health responses to blue and green open spaces in Germany. Health & Place, 35, 196–201.

DOI: https://doi.org/10.32043/gsd.v7i3.981


  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Italian Journal of Health Education, Sports and Inclusive Didactics 
ISSN: 2532-3296