What Encourages Teachers to Integrate Outdoor Teaching: A Literature Review

This narrative literature review examines reasons influencing teachers to integrate outdoor teaching (OT) into their practices. The review analyzed 62 studies published between 2000 and 2024, using a grid based on the SOMA pedagogical model. Articles were sourced from ERIC, Cairn, and Érudit databases with a broad set of keywords in French and English. The studies predominantly originate from developed, English-speaking countries, indicating limited global representation. Results highlight a large number of reasons that can influence teachers like student attitudes, curriculum alignment, logistical barriers, and teachers' personal experiences. Positive impacts, such as enhanced student engagement, interdisciplinary opportunities, and teacher satisfaction, often motivate adoption, while challenges like weather, funding, and administrative constraints discourage it. This review underscores the need for systemic support and professional development to address barriers and enhance the implementation of OT. Further research should explore cultural and institutional factors across diverse educational contexts.