This contribution examines outdoor education as a pedagogical response to the growing disconnection between children and the natural environment, in alignment with the principles of the 2030 Agenda and the European framework for sustainability competences (GreenComp). Following a concise overview of the international literature, it presents several Research-Training (R-T) initiatives, including the three-year project “School in Nature”, developed through a collaboration between the University of Bologna, regional CEAS (Education Centers for Environmental Sustainability), and educational institutions. The project aims to support the professional development of environmental educators and teachers through participatory methodologies, meta-reflective tools, and outdoor teaching practices integrated into the curriculum. The analysis of the workshop presented at the CRESPI Conference highlights the crucial role of shared research questions and documentation. The contribution ultimately reflects on the synergy among schools, educators, and local stakeholders, showing how a renewed connection with the natural environment can transform education in ecological, participatory, and sustainable directions.
Il contributo esplora il tema dell’educazione all’aperto come risposta pedagogica alla crescente distanza tra infanzia e natura, in coerenza con l’Agenda 2030 e il quadro europeo delle Green Comp. Dopo un breve richiamo alla letteratura internazionale, presenta alcune esperienze di Ricerca-Formazione, tra cui il progetto triennale “La scuola in natura”, che coinvolge Università di Bologna, CEAS (Centri di educazione alla Sostenibilità ambientale) ed enti scolastici per sostenere lo sviluppo professionale di educatori ambientali e insegnanti attraverso metodologie partecipative, strumenti meta-riflessivi e pratiche didattiche outdoor integrate nel curricolo. L’analisi del workshop presentato al Convegno CRESPI mette in luce il ruolo cruciale della condivisione della domanda di ricerca e della documentazione nei processi di R-F. Il contributo riflette infine sulla sinergia tra scuole, educatori e territorio, mostrando come il legame con l’ambiente naturale possa trasformare l’educazione in chiave ecologica, partecipativa e sostenibile.
Schenetti, M. (2025). Educazione all’aperto e servizi per l’infanzia: tra innovazione didattica, sviluppo professionale e competenze green. RICERCAZIONE, 17(2), 84-90.
Educazione all’aperto e servizi per l’infanzia: tra innovazione didattica, sviluppo professionale e competenze green.
Schenetti Michela
Primo
2025
Abstract
This contribution examines outdoor education as a pedagogical response to the growing disconnection between children and the natural environment, in alignment with the principles of the 2030 Agenda and the European framework for sustainability competences (GreenComp). Following a concise overview of the international literature, it presents several Research-Training (R-T) initiatives, including the three-year project “School in Nature”, developed through a collaboration between the University of Bologna, regional CEAS (Education Centers for Environmental Sustainability), and educational institutions. The project aims to support the professional development of environmental educators and teachers through participatory methodologies, meta-reflective tools, and outdoor teaching practices integrated into the curriculum. The analysis of the workshop presented at the CRESPI Conference highlights the crucial role of shared research questions and documentation. The contribution ultimately reflects on the synergy among schools, educators, and local stakeholders, showing how a renewed connection with the natural environment can transform education in ecological, participatory, and sustainable directions.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
