The project aims to promote outdoor learning and forest pedagogy by establishing “schools of nature” to facilitate mutual learning and the exchange of ideas on environmental education. It emphasizes learner- centered processes to support the holistic development of students, fostering characteristics such as curiosity, self- awareness, self-regulation, autonomy, intrinsic motivation, and creativity. The objectives of the project were to increase understanding of the interconnection of learning and meaningful experiences, strengthen children’s learning and connection with nature, enhance collaboration between schools across Europe, support teachers and schools through the developed methodology, and promote the efforts for the adoption of outdoor education-related policies. The aim was to develop an action framework that would guide the content and the structure of the learning activities for the teachers, design and develop a pedagogical methodology for learning, create a repository of learning activities, form a network learning communities, prepare a best practices report and a policy paper.
Many educational institutions, particularly in the Nordic countries, Germany, Switzerland, and increasingly in other parts of Europe and around the world, have embraced Forest Pedagogy and Outdoor Education. This approach, originating in Sweden in the late 19th century and solidified in Denmark with the introduction of Forest Kindergartens in the mid-20th century, advocates for a pedagogical process that extends beyond traditional classrooms. It promotes learning in, with, and by nature, fostering a child’s holistic development through freedom and autonomy. Forest Pedagogy is significant as it challenges conventional teaching and learning practices, emphasizing self-initiated activities, experiential learning, and skill development. This contrasts with the prevailing focus on standardized testing and rote learning in many schools. Pioneers like Neil, Freinet, Montessori, and Malagguzzi also emphasized the importance of experiential learning. in natural settings and its connection to fostering autonomy in individuals. In today’s educational landscape, this approach remains highly relevant, shedding light on the value of outdoor experiences for holistic learning and personal growth.