EXPLORING NEW PATHWAYS FOR TEACHING FRILUFTSLIV AND PROMOTING INNER DEVELOPMENT THROUGH CHALLENGE BASED LEARNING
Article Sidebar
Main Article Content
Abstract
Denna reflekterande text undersöker nya vägar för att integrera Friluftsliv i lärarutbildningen vid Malmö universitet genom Utmaningsbaserat lärande (UBL). Även om friluftsliv är en del av det centrala innehållet för ämnet idrott och hälsa, begränsas ofta likvärdig tillgång till friluftsundervisning av socioekonomiska och strukturella faktorer. Det tänkta projektet introducerar UBL som en transdisciplinär ram som kopplar samman friluftsliv med FN:s globala hållbarhetsmål (SDG) och Inner Development Goals (IDG). Genom att kombinera praktiska naturupplevelser med reflekterande processer utvecklar studenter både miljömässiga kompetenser och inre förmågor såsom resiliens, empati och samarbetsförmåga. Att integrera friluftsliv med IDG erbjuder ett holistiskt utbildningsperspektiv som stödjer inre utveckling och välbefinnande med fokus på både individen och gruppen, och förbereder studenter för att utvecklas i en komplex och snabbt föränderlig värld. Projektet pågår under sex veckor och innehåller problemformulering, samverkan med intressenter, genomförande och reflektion, med stöd av erfarenhetsbaserade bedömningsmetoder. Detta angreppssätt rustar framtida lärare att främja hälsa, jämlikhet och hållbarhet.
Article Details
Detta verk är licensierat under en Creative Commons Erkännande-IckeKommersiell 4.0 Internationell-licens.
Referenser
Inner Development Goals. (20 maj 2025) (IDG), I. D. G. (2021). Inner Development Goals: Background, method and the IDG framework. https://drive.google.com/file/d/13fcf9xmYrX9wrsh3PC3aeRDs0rWsWCpA/edit
Andrejczuk, E., Rodríguez-Aguilar, J. A., Sierra, C., Roig, C., & Parejo-Romero, Y. (2018). Don’t leave anyone behind: Achieving team performance through diversity. 2018 IEEE frontiers in education conference (FIE), DOI: https://doi.org/10.1109/FIE.2018.8659008
Assembly, U. G. (2015). Transforming our world: the 2030 Agenda for Sustainable Development.
Beames, S., Higgins, P. J., & Nicol, R. (2011). Learning outside the classroom : theory and guidelines for practice / Simon Beames, Peter Higgins, Robbie Nicol. Routledge. https://research.ebsco.com/linkprocessor/plink?id=fdbc391a-675c-38b9-afa3-876b2a876325
Beemt, D. V. A., Watering, D. V. G., & Bots, M. (2023). Conceptualising variety in challenge-based learning in higher education: the CBL-compass. European Journal of Engineering Education, 48(1), 24-41. https://doi.org/10.1080/03043797.2022.2078181 DOI: https://doi.org/10.1080/03043797.2022.2078181
Christensen, J., Ekelund, N., Melin, M., & Widén, P. (2021). The Beautiful Risk of Collaborative and Interdisciplinary Research. A Challenging Collaborative and Critical Approach toward Sustainable Learning Processes in Academic Profession. Sustainability, 13(9), 4723. https://doi.org/10.3390/su13094723 DOI: https://doi.org/10.3390/su13094723
Christersson, C. E., Melin, M., Widén, P., Ekelund, N., Christensen, J., Lundegren, N., & Staaf, P. (2022). Challenge-Based Learning in Higher Education: A Malmö University Position Paper. International Journal of Innovative Teaching and Learning in Higher Education (IJITLHE), 3(1), 1-14. https://doi.org/10.4018/IJITLHE.306650 DOI: https://doi.org/10.4018/IJITLHE.306650
Cooley, S. J., Burns, V. E., & Cumming, J. (2015). The role of outdoor adventure education in facilitating groupwork in higher education. Higher Education, 69(4), 567-582. https://doi.org/10.1007/s10734-014-9791-4 DOI: https://doi.org/10.1007/s10734-014-9791-4
Deane, K. L., & Harré, N. (2014). The Youth Adventure Programming Model. Journal of Research on Adolescence, 24(2), 293-308. https://doi.org/10.1111/jora.12069 DOI: https://doi.org/10.1111/jora.12069
Galdames-Calderón, M., Stavnskær Pedersen, A., & Rodriguez-Gomez, D. (2024). Systematic Review: Revisiting Challenge-Based Learning Teaching Practices in Higher Education. Education Sciences, 14(9), 1008. https://doi.org/10.3390/educsci14091008 DOI: https://doi.org/10.3390/educsci14091008
Grassini, S. (2022). A Systematic Review and Meta-Analysis of Nature Walk as an Intervention for Anxiety and Depression. J Clin Med, 11(6). https://doi.org/10.3390/jcm11061731 DOI: https://doi.org/10.3390/jcm11061731
Jahn, T., Bergmann, M., & Keil, F. (2012). Transdisciplinarity: Between mainstreaming and marginalization. Ecological Economics, 79, 1-10. https://doi.org/10.1016/j.ecolecon.2012.04.017 DOI: https://doi.org/10.1016/j.ecolecon.2012.04.017
Jucker, R., von Au, J. e., Jucker, R. o., & von Au, J. o. High-Quality Outdoor Learning Evidence-based Education Outside the Classroom for Children, Teachers and Society. Springer Nature. https://doi.org/10.1007/978-3-031-04108-2 DOI: https://doi.org/10.1007/978-3-031-04108-2
Lang, D. J., Wiek, A., Bergmann, M., Stauffacher, M., Martens, P., Moll, P., Swilling, M., & Thomas, C. J. (2012). Transdisciplinary research in sustainability science: practice, principles, and challenges. Sustainability Science, 7(Suppl 1), 25-43. DOI: https://doi.org/10.1007/s11625-011-0149-x
Leijon, M., Gudmundsson, P., Staaf, P., & Christersson, C. (2021): Challenge based learning in higher education– A systematic literature review, Innovations in Education and Teaching International, DOI: 10.1080/14703297.2021.1892503 DOI: https://doi.org/10.1080/14703297.2021.1892503
Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online learning, 22(1), 205-222. DOI: https://doi.org/10.24059/olj.v22i1.1092
Mutz, M., & Müller, J. (2016). Mental health benefits of outdoor adventures: Results from two pilot studies. Journal of Adolescence, 49, 105-114. https://doi.org/https://doi.org/10.1016/j.adolescence.2016.03.009 DOI: https://doi.org/10.1016/j.adolescence.2016.03.009
Nordén, B. D. (2024). Advancing Sustainability through Higher Education: Student Teachers Integrate Inner Development Goals (IDG) and Future-Oriented Methodologies. Challenges, 15(2), 28-52. https://doi.org/10.3390/challe15020028 DOI: https://doi.org/10.3390/challe15020028
Pienimäki, M., & Marttila, M. (2025). Outdoor adventure education supporting relational resilience among young people: Finnish action research on nature-based school camps. Journal of Adventure Education and Outdoor Learning, 1-22. DOI: https://doi.org/10.1080/14729679.2025.2543555
Richardson, M., Hunt, A., Hinds, J., Bragg, R., Fido, D., Petronzi, D., Barbett, L., Clitherow, T., & White, M. (2019). A Measure of Nature Connectedness for Children and Adults: Validation, Performance, and Insights. Sustainability, 11(12). DOI: https://doi.org/10.3390/su11123250
Sadowski, I., Böke, N., Mettler, J., Heath, N., & Khoury, B. (2022). Naturally mindful? The role of mindfulness facets in the relationship between nature relatedness and subjective well-being. Current Psychology, 41(8), 5358-5373. https://doi.org/10.1007/s12144-020-01056-w DOI: https://doi.org/10.1007/s12144-020-01056-w
Schutte, N. S., & Malouff, J. M. (2018). Mindfulness and connectedness to nature: A meta-analytic investigation. Personality and Individual Differences, 127, 10-14. https://doi.org/https://doi.org/10.1016/j.paid.2018.01.034 DOI: https://doi.org/10.1016/j.paid.2018.01.034
Stott, D., Forde, D., Sharma, C., Deutsch, J. M., Bruneau, M., Nasser, J. A., Vitolins, M. Z., & Milliron, B.-J. (2024). Interactions with Nature, Good for the Mind and Body: A Narrative Review. International Journal of Environmental Research and Public Health, 21(3), 329. https://www.mdpi.com/1660-4601/21/3/329 DOI: https://doi.org/10.3390/ijerph21030329
Van den Berg, A. E. A., T. (2025). Nature Intelligence in Schoolchildren. Theoretical and empirical analysis of a conceptual model to measure children’s competencies to connect to nature.