EXPLORING NEW PATHWAYS FOR TEACHING FRILUFTSLIV AND PROMOTING INNER DEVELOPMENT THROUGH CHALLENGE BASED LEARNING
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Abstract
This text offers a reflective exploration of new pathways for integrating Friluftsliv (outdoor life) into teacher education at Malmö University through Challenge Based Learning (CBL). Although Friluftsliv is embedded in the Swedish national curriculum for Physical Education, socioeconomic and structural barriers often limit equitable access to outdoor learning. The intended project introduces CBL as a transdisciplinary framework that connects outdoor education with the United Nations Sustainable Development Goals (SDGs) and the Inner Development Goals (IDGs). By combining practical outdoor experiences with reflective processes, students develop environmental competencies alongside inner capacities such as resilience, empathy, and collaboration. Integrating Friluftsliv with the IDGs framework offers a holistic approach to education, one that supports development and well-being with a focus on both the individual and the collective, preparing students to thrive in a complex and rapidly changing world. A six-week project cycle emphasizes problem framing, stakeholder engagement, implementation, and reflection, supported by experiential assessment methods. This approach equips future educators to advance health, equity, and sustainability.
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