Do Slovak teachers teach outside? An insight into geography and biology teachers´ opinions on outdoor education and place-based learning

Abstract

This paper examines outdoor education and place-based learning from the perspective of Slovak teachers, focusing on their engagement with these methods, the barriers they face, and the locations they prefer for teaching outside. Through a survey of 303 educators across Slovakia, the study provides insights into the frequency of outdoor teaching, revealing a generally positive stance towards these activational approaches despite challenges, such as adverse weather, student behaviour, and topics identified by teachers as unsuitable. The research identifies key factors that influence outdoor teaching practices, including the support from school administrations and the accessibility of suitable outdoor locations. While the study acknowledges the broad benefits of outdoor education and place-based learning in enhancing student motivation and behaviour, it also points out the need for curriculum adjustments and improved teacher training to overcome the identified barriers. By offering a detailed account of preferred teaching sites and the correlation between teacher participation in outdoor education programs and their outdoor teaching frequency, this paper contributes to the discourse on effective outdoor education. It underscores the importance of structural changes within the educational system and suggests avenues for future research, particularly in evaluating the pedagogical impacts of outdoor education and place-based learning. The findings advocate for policy shifts to better integrate outdoor education into practice, highlighting its potential to enrich educational experiences and prepare students for future challenges.