The Factors that Influence Pre-Service Teachers’ Decision to Utilize School-Based Outdoor Experiential Education: A Systematic Review

Abstract

Background: School-based outdoor experiential education (SBOEE) is a curriculum-aligned approach in which classroom teachers use outdoor environments and experiential teaching pedagogies to promote student learning. While research demonstrates its benefits for students’ academic, cognitive, and social-emotional development, SBOEE remains inconsistently implemented and underrepresented within teacher preparation programs. Purpose: This systematic review examined how SBOEE experiences within teacher preparation programs influence pre-service teachers’ self-efficacy, knowledge, skills, and preparedness to utilize SBOEE. Methods: We conducted a systematic review using PRISMA guidelines and Braun and Clarke’s (2006) thematic analysis framework. Seventeen peer-reviewed studies published between 2020 and 2025 were analyzed to identify patterns related to SBOEE integration and teacher development. Findings: Three types of experiences emerged: mastery experiences, where pre-service teachers practiced teaching SBOEE, vicarious experiences, where they observed SBOEE facilitated by peers, and modeling, where they observed teacher educators or experienced teachers implementing SBOEE. Each type enhanced pre-service teachers’ knowledge, confidence, and preparedness to utilize SBOEE. However, SBOEE opportunities varied greatly across programs and were often inconsistently employed. Implications: Intentional integration of SBOEE in teacher preparation programs may strengthen pre-service teachers’ efficacy and likelihood of utilizing SBOEE.