THEORETICAL FOUNDATIONS OF OUTDOOR ENVIRONMENTAL EDUCATION: INTEGRATING EXPERIENTIAL LEARNING AND ECOLOGICAL LITERACY

Abstract

Outdoor Environmental Education (OEE) has been widely recognized for its role in enhancing ecological literacy and fostering pro-environmental behaviors. However, previous research has primarily examined experiential learning and ecological literacy in isolation, with limited attention to long-term behavioral retention. This study bridges this gap by integrating Experiential Learning Theory (ELT), Ecological Literacy (EL), and Behavioral Psychology (BP) into a comprehensive interdisciplinary framework. Unlike existing studies, this research introduces a behavior-based evaluation model that assesses the sustained impact of OEE on ecological literacy and environmental responsibility. By synthesizing theoretical perspectives and analyzing case studies, this study provides empirical insights into the mechanisms through which OEE fosters long-term pro-environmental behaviors. The findings contribute to both theory and practice, offering policy recommendations for embedding OEE into national curricula and developing structured evaluation tools for measuring its long-term impact.