Curricular and Methodological Pedagogies for Middle to Late Adolescence in Outdoor and Environmental Education

Abstract

This study explores the pedagogical practices currently employed in environmental and outdoor education programs that serve middle to late adolescents (MLA). Environmental education (EE) and related pedagogies have been well researched for early and middle childhood, however there remains a gap in research and practice of developmentally appropriate EE for MLA. Guided by the conceptual framework of the outdoor education model, psychosocial development and environmental self identity, this qualitative study investigates the curricula, methodological approaches, and educator practices used within EE and outdoor education (OE) programs that specifically serve the MLA demographic. Data was collected through semi-structured interviews with educators and administrators, along with examination of institutional artifacts from ten organizations. Findings highlight recurring themes of experiential and engaged learning, learner-centered and place-based approaches, and curricula and co-curricula designed to foster leadership, community and personal growth. Findings also underscore the need to balance both cognitive and affective development of the learner as a whole. This study offers insight from specialized EE/OE organizations and their campus communities for other EE/OE practitioners and programs to more effectively and appropriately engage MLA learners.