THE ROLE OF OUTDOOR AND EXPERIENTIAL LEARNING IN BIOLOGY EDUCATION FOR PROMOTING SUSTAINABILITY COMPETENCE

Abstract

This article discusses the role of outdoor and experiential learning in biology education for promoting sustainability competence. It highlights the theoretical foundations such as experiential and place-based education, reviews empirical findings on the cognitive, affective, and skill-based benefits, and analyzes the challenges of implementation including assessment, teacher training, and resource limitations. The study concludes that outdoor and experiential methods are effective in fostering systems thinking, ethical awareness, and student agency, and recommends integrating such approaches into biology curricula for developing sustainability-oriented learners.