Exploring the Synergy: Outdoor Adventure Education, Self-Efficacy, and Learning Motivation within the Framework of Outcome-Based Education

Background: Outdoor adventure education (OAE), within a results-oriented educational philosophy, offers dynamic and flexible teaching that enhances self-efficacy in higher education students, aligning with UNESCO’s goal of equitable, quality education. Objective: Amidst educational evolution, traditional classrooms remain central to knowledge, yet ‘teacher-centered’ approaches may limit learning efficiency. This study aims to assess OAE’s impact on self-efficacy among vocational students in central and western China. Utilizing Astin’s I-E-O model, we seek insights that support global educational goals for sustainable development and equitable resources. Methods:Through an online questionnaire survey, analyzed with SPSS, 307 valid responses were collected, with 155 participants in OAE and 152 non-participants. G-Power analysis of sample size included 105 OAE participants and 105 non-participants, allowing comprehensive assessment. Results: Findings show increased motivation for practical learning and continuous reading among participants, with a substantial rise in enthusiasm in both male (n=150) and female (n=157) students. Conclusion: The OAE program, within an OBE framework, addresses resource disparities and fosters commitment to extended learning, marking progress towards holistic educational enhancement aligned with UNESCO’s sustainable development and equity principles