Apprendimento oltre i confini: integrare le esperienze all’aperto nell’istruzione

In a time when much of education takes place in front of screens and within enclosed spaces, outdoor learning offers a valuable alternative. Being in natural surroundings encourages stronger connections, sparks imagination, and creates meaningful experiences that enhance students’ understanding and retention.

Il corso “Outdoor Learning and Adventure Education,” held in Tenerife da 22/03/2026 a 28/03/2026, brought together participants from a wide range of European countries. Among them were Ludovic from Collège Les coudriers in France. Daniel from Gymnázium a SOŠ Rokycany in Czech Republic. Jennifer and Delphine from Ipes verviers in Belgium, Annette fromStädtische Wirtschaftsschule Schwabach in Germany, Thomas from Vathorst College in The Netherlands and Gabriele from Istituto Comprensivo Busalla / Casella in Italia.

The program opened with an introduction to outdoor education, emphasizing learning through interaction with the natural world. Participants discussed how the environment can serve not just as a setting, but as an active “co-educator.” They explored how even a simple walk through an urban area can inspire curiosity, creativity, and critical thinking among students.

Throughout the week, participants experienced some of Tenerife’s most remarkable locations, including La Laguna, La Caldera, the surroundings of Puerto de la Cruz, and El Teide National Park. These guided excursions were not merely recreational—they functioned as immersive learning opportunities engaging all the senses. In these outdoor contexts, participants observed how subjects such as mathematics, science, and language can be connected to real-life situations.

A key component of the course was non-formal education, which emphasizes experiential learning. Using simple resources and reflective discussions, participants practiced designing activities that help students link their actions with learning outcomes. This method supports not only academic understanding but also personal growth and awareness of one’s relationship with the surrounding world.

Toward the conclusion of the course, participants developed and presented their own lesson plans tailored to their school contexts. From organizing geography-based treasure hunts in urban settings to composing poetry along nature trails, these sessions demonstrated how outdoor education can be adapted to a variety of subjects. The activities highlighted the flexibility and creative potential of teaching outside the classroom.

By the end of the program, participants gained more than new teaching strategies—they developed a renewed perspective on education itself. They experienced firsthand that outdoor learning goes beyond simply moving lessons outside; it opens up new ways of thinking, feeling, and engaging with others and the environment.

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