Outdoor Pedagogy in Quebec Higher Education: A Current Portrait of the Situation

Background: The decline in physical activity and mental well-being among youth, has increased interest in and use of outdoor pedagogy (OP) as a potential solution. While the benefits of OP appear to be recognized in primary and secondary education, its use in Quebec’s (Canada) higher education institutions (HEI), including CEGEPs and universities, remains underexplored. Method: A mixed-method study was conducted to examine OP practices in Quebec HEI. An online survey was used to collect data on teachers’ profiles, pedagogical approaches, and motivations, among other factors. Results: Thirty-six teachers participated, representing various disciplines, though physical education and outdoor intervention were often overrepresented. College teachers favoured diverse and immersive environments, while university teachers tended to use peri-urban forests. Their motivations for adopting OP included raising environmental awareness, developing skills specific to outdoor contexts, and leveraging OP as a learning tool. Conclusion: This study provides an initial overview of OP practices in Quebec’s HEI, highlighting motivations, challenges, and more. Motivations for using OP converge on the importance of pedagogical authenticity and student benefits, such as stress reduction and improved well-being.