A Multidimensional Assessment Model of Outdoor Learning Interventions: Investigating Student Achievement, Mental Health Outcomes, And Educator Well-Being in Experiential Education Settings
Keywords:
Outdoor education, experiential learning, student achievement, mental healthAbstract
Outdoor learning interventions have gained increasing scholarly attention as holistic educational strategies that integrate cognitive development, psychological well-being, and educator effectiveness within experiential learning environments. This study develops a multidimensional assessment model to evaluate the impact of outdoor education programs on student academic achievement, mental health outcomes, and educator well-being. Drawing upon established theoretical frameworks in experiential learning, teacher support systems, and psychological well-being research, the study synthesizes prior empirical findings to construct an integrated conceptual model. Structural equation modeling (PLS-SEM) principles are considered to ensure methodological robustness (Hair et al., 2017; Sarstedt et al., 2014). The model also incorporates validity and reliability assessment standards using Fornell & Larcker and HTMT criteria (Ab Hamid et al., 2017; Fornell & Larcker, 1981).
Findings from the synthesized literature suggest that outdoor education significantly enhances student engagement, resilience, and academic performance through immersive, nature-based learning experiences (Braun & Dierkes, 2016; Bogner, 2002). Furthermore, mental health outcomes are positively influenced by reduced academic stress and increased social-emotional support within outdoor settings (Atkins et al., 2010; Moore & Anderson, 2014). Educator well-being is also improved through experiential teaching environments that promote autonomy, reduced burnout, and job satisfaction (Zee & Koomen, 2016; Dreer, 2021).
The proposed multidimensional model highlights the interconnected role of pedagogical design, psychological safety, and environmental engagement in shaping educational outcomes. The study contributes to the growing body of research advocating for integrated outdoor learning systems as sustainable educational interventions. Limitations and future research directions are also discussed.
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