Redefining learning spaces: a pedagogical approach to sustainability education outside the classroom

Education Outside the Classroom (EOtC) is essential for holistic learning experiences, fulfilling an important role in sustainability education. However, implementing EOtC poses planning and pedagogical challenges. This work proposes the usefulness of the OTTER (Outdoor Science Education for a Sustainable Future) lab approach in addressing these challenges and shaping meaningful learning experiences. Co-created by practitioners and researchers within a European consortium and piloted in nine schools across four countries, this approach integrates pedagogical theory with hands-on learning in five steps: prepare, orientate, discover, make an impact, and reflect. We describe the process that led to this approach, outlining its reasoning and pilot implementation. By showcasing practice-based examples, this work demonstrates how this approach can serve as scaffolding while enabling practitioners’ agency to create impactful learning experiences, thus enhancing the effectiveness of education for sustainability through EOtC.