Click here to read another round up from Natural England of evidence and reports, policy agenda developments, large scale delivery sector initiatives, resources and news items. This supports the Strategic Research Groups for Learning in Natural Environments and Outdoors for All to develop better coherence and collaboration in research and to improve links between research, policy and practice in these areas.

The following caught our eye:

The World We’ll Leave Behind – Grasping the Sustainability Challenge
Bill Scott* and Paul Vare 
This book identifies the main issues and challenges we now face; it explains the ideas that underpin them and their inter-connection, and discusses a range of strategies through which they might be addressed and possibly resolved. These cover things that governments might do, what businesses and large organisations can contribute, and the scope for individuals, families and communities to get involved. There is a 20% discount code (FLR40).


Journal of Outdoor Recreation, Education and Leadership (JOREL)
Special Issue: International Perspectives in Outdoor Education Research. Including:

  • Becoming a Place-Responsive Practitioner: Exploration of an Alternative Conception of Friluftsliv in the Swedish Physical Education and Health Curriculum – Jonas Mikaels
  • Re-Placing Outdoor Education: Diversity, Inclusion, and the Microadventures of the Everyday – Jay W. Roberts
  • Seeing What Children See: Enhancing Understanding of Outdoor Learning Experiences Through Body-Worn Cameras – Amanda Lloyd, Tonia Gray, and Son Truong


Bridging Natural and Digital Domains: Attitudes, Confidence, and Interest in Using Technology to Learn Outdoors
RJ Hougham, M Nutter, C Graham – Journal of Experiential Education
Researchers collected data on the impact of technology-integrated environmental programming on students’ knowledge and attitudes toward using technology in outdoor education. Lessons were conducted in small groups, encouraging peer mentoring with regard to tool use and observation that promoted teamwork within groups at an informal science learning (ISL) center. Preliminary results showed that students reported an increase in three main characteristics with regard to technology: confidence in using technologies outdoors, knowledge of available technologies, and knowledge of using different technologies.


A Biophilic Approach To Post-Secondary Learning Strategies: Facilitating Learning Through Intentional Time In Nature
DK Shaffer – PhD thesis
This narrative inquiry investigates how learning strategists may facilitate biophilic experiences to improve student achievement.


The Woodland Trust in-house journal ‘Wood Wise’ on nature and education and the importance of outdoor learning, including articles by Frances Harris.


*Bill is Chair of NAEE’s trustees.

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