Factors That Influence the Teachers’ Involvement in Outdoor, Nature-Based Educational Activities and Environmental Education Programs

It is widely recognized that outdoor and nature-based educational activities can significantly enhance pupils’ learning, increase environmental awareness and improve pupils’ well-being. At the same time, a growing body of literature supports that the extent to which outdoor learning is implemented depends largely on factors, such as the general institutional context of schools, social and geomorphological aspects and the teacher’s own motivation. The current study employs data collected from 507 primary, middle and high schools in Greece, using a structured questionnaire, and investigates the factors that prevent teachers from engaging in outdoor teaching activities in a green space, as well as those that encourage them to be involved in such educational learning approaches. The results identify institutional barriers, such as the demanding school curriculum, lack of financial resources, limited available time, and insufficient external support, as the main constraints preventing teachers from implementing outdoor activities in nature. On the other hand, it appears that altruistic and intrinsically driven factors, such as personal environmental interest, knowledge of the positive outcomes of environmental education, and a sense of social contribution, are the main factors promoting the adoption of outdoor green education approaches. Availability of green spaces and support by leadership also appear to promote teachers’ engagement in outdoor activities. The findings of the current study highlight the need for educational reforms, to include outdoor, nature-based learning in the school curriculum, provide training and financial support and enhance the confidence of teachers in outdoor, nature-based education. Addressing these barriers could enhance education’s role in fostering sustainable development and reconnecting pupils with nature.