The Impact of Integrating Outdoor Education-Based Learning in the Elementary Education Curriculum on Students' Emotional Intelligence
##plugins.themes.bootstrap3.article.sidebar##
##plugins.themes.bootstrap3.article.main##
Abstract
This research examines the impact of integrating outdoor education-based learning into the elementary education curriculum on students' emotional intelligence (EI). Emotional intelligence, which includes key competencies such as self-awareness, empathy, emotional regulation, and social skills, plays a critical role in students' academic success and overall well-being. Outdoor education provides an experiential learning environment that promotes these emotional competencies through hands-on, nature-based activities. By engaging with their environment and peers in non-traditional settings, students have opportunities to develop critical social-emotional skills that are essential for personal and academic growth. Through a mixed-methods approach, this study explores the experiences of elementary students participating in outdoor learning activities, focusing on how these activities impact their emotional intelligence. Findings indicate a positive relationship between outdoor education and the development of emotional intelligence, highlighting improvements in areas such as emotional regulation, empathy, and interpersonal relationships. However, challenges related to logistics, teacher preparedness, and the inclusivity of outdoor activities are identified as potential barriers to fully realizing the benefits of outdoor education. This research contributes to the growing body of literature supporting the integration of outdoor learning in school curricula as a strategy for enhancing emotional intelligence and social-emotional development. The study's findings emphasize the need for further investigation into long-term impacts, as well as the development of teacher training programs to facilitate effective outdoor learning experiences. Future research should also focus on exploring how diverse student populations respond to outdoor education and how different types of outdoor activities can foster specific emotional intelligence competencies.
##plugins.themes.bootstrap3.article.details##
Cohen, L., Manion, L., & Morrison, K. (2017). Observation. In Research methods in education (pp. 542–562). Routledge.
Dillon, J., Rickinson, M., & Teamey, K. (2016). The value of outdoor learning: evidence from research in the UK and elsewhere. In Towards a convergence between science and environmental education (pp. 193–200). Routledge.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child Development, 82(1), 405–432.
Eaton, D. (2000). Cognitive and affective learning in outdoor education. University of Toronto.
Fisher, D., Frey, N., & Almarode, J. (2020). Student learning communities: A springboard for academic and social-emotional development. ASCD.
Flewitt*, R. (2005). Conducting research with young children: Some ethical considerations. Early Child Development and Care, 175(6), 553–565.
Gershon, P., & Pellitteri, J. (2018). Promoting emotional intelligence in preschool education: A review of programs. International Journal of Emotional Education, 10(2), 26–41.
Goldblatt, H., Karnieli-Miller, O., & Neumann, M. (2011). Sharing qualitative research findings with participants: Study experiences of methodological and ethical dilemmas. Patient Education and Counseling, 82(3), 389–395.
Hall, C. (2006). Emotional intelligence and experiential learning. In Human Learning (pp. 139–156). Routledge.
Harriss, D. J., & Atkinson, G. (2011). Update–ethical standards in sport and exercise science research. International Journal of Sports Medicine, 32(11), 819–821.
Irwin, D. B. (2010). Weaving the threads of education for sustainability and outdoor education.
Johnstone, A., McCrorie, P., Cordovil, R., Fjørtoft, I., Iivonen, S., Jidovtseff, B., Lopes, F., Reilly, J. J., Thomson, H., & Wells, V. (2020). Nature-based early childhood education for child health, wellbeing and development: a mixed-methods systematic review protocol. Systematic Reviews, 9, 1–6.
Kibbe, D. L., Hackett, J., Hurley, M., McFarland, A., Schubert, K. G., Schultz, A., & Harris, S. (2011). Ten Years of TAKE 10!®: Integrating physical activity with academic concepts in elementary school classrooms. Preventive Medicine, 52, S43–S50.
Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.
Mandell, B., & Pherwani, S. (2003). Relationship between emotional intelligence and transformational leadership style: A gender comparison. Journal of Business and Psychology, 17, 387–404.
Maynard, T., & Waters, J. (2007). Learning in the outdoor environment: a missed opportunity? Early Years, 27(3), 255–265.
Neill, J. T. (2008). Enhancing life effectiveness: The impacts of outdoor education programs. University of Western Sydney (Australia).
Nikitas, A., Wang, J. Y. T., & Knamiller, C. (2019). Exploring parental perceptions about school travel and walking school buses: A thematic analysis approach. Transportation Research Part A: Policy and Practice, 124, 468–487.
Pathak, A., & Intratat, C. (2012). Use of semi-structured interviews to investigate teacher perceptions of student collaboration. Malaysian Journal of ELT Research, 8(1).
Scroggins, T. (2019). Job satisfaction and emotional intelligence in the clinical laboratory: A quantitative, quasi-experimental study. University of Phoenix.
Silverman, J., & Corneau, N. (2017). From nature deficit to outdoor exploration: curriculum for sustainability in Vermont’s public schools. Journal of Adventure Education and Outdoor Learning, 17(3), 258–273.
Thomas, G. J. (2019). Learning to be a group facilitator in outdoor education: Using self-awareness to overcome fears and be fully present. Journal of Adventure Education and Outdoor Learning, 19(4), 287–300.
Vaismoradi, M., Jones, J., Turunen, H., & Snelgrove, S. (2016). Theme development in qualitative content analysis and thematic analysis.
Van Dijk-Wesselius, J. E., Maas, J., Hovinga, D., Van Vugt, M., & Van den Berg, A. E. (2018). The impact of greening schoolyards on the appreciation, and physical, cognitive and social-emotional well-being of schoolchildren: A prospective intervention study. Landscape and Urban Planning, 180, 15–26.
Webster-Stratton, C., & Reid, M. J. (2004). Strengthening social and emotional competence in young children—The foundation for early school readiness and success: Incredible years classroom social skills and problem-solving curriculum. Infants & Young Children, 17(2), 96–113.
West, D. E. (2018). Natural Learning Environments and the Social-Emotional Development of Students with Sensory Processing Challenges.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.