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Technological developments alongside global crises have affected education systems worldwide, including Israel, with a growing need to develop teaching methods and tools adapted to the current generation. Traditional teaching, which was primarily the transfer of knowledge through rote learning, evolved into teaching that is primarily creativity and entrepreneurship based on methods to develop skills of reasoning, discourse and self-expression, and creativity, responsibility and engagement. Concurrently, technological and industrial developments, together with aging buildings, have led to the renovation and new construction of classrooms and learning spaces. Despite the numerous innovations in teaching, teachers seem to be using traditional teaching methods even in these new spaces, or are using new methods in traditional classrooms, retaining the teacher-centric approaches of the past. This situation highlights the need to examine teachers' teaching methods, role perceptions, practice, teacher training to use the new methods and whether their teaching methods are suitable for the physical spaces in which they teach. The current study examines physical spaces and the teaching that takes place in them. Its goal is to describe learning spaces that are not traditional classrooms and reviews the teaching methods in these spaces, in order to spark contemplation about teaching effectiveness in new learning spaces, and to shed light on the need to adapt pedagogical methods to the physical space in which these methods are applied, and to adjust existing learning spaces to pedagogical, social and emotional goals, in order to shape the future design of learning spaces. Such adjustments must also match school needs and align with the training programs that prepare teachers for working in such spaces. The study, employing a field-based qualitative approach, describes six types of indoor and outdoor physical learning spaces and includes observations in 12 lessons in grades 3-6 in elementary schools in Israel in the south, north and center of Israel. The learning spaces were documented visually and teaching methods and pupils' activities were recorded in writing. The findings of the study potentially have practical implications for the work of teachers, principals, policymakers and the work of architects and designers involved in the design of learning spaces. The insights arising from this study potentially contribute to the design process of new learning spaces or reorganization of existing learning spaces to ensure that the needs of the school, the teachers and the pupils are accurately addressed in a manner that serves pedagogy and supports a pupil-centric approach in each lesson, and help teachers improve their teaching practice and customize it to pupils' needs. The study also stresses the need to rethink teachers' professional training programs, and their training in pedagogy-suited teaching. The findings presented in this article contributed to the development of the pedagogy-suited learning spaces model. While the full model was developed based on a broader mixed-methods study, this article focuses solely on the qualitative findings-observations and interviews-that supported the model's conceptualization.

The article presents the findings of a study aimed at determining whether teachers’ personal interests and other factors influence the implementation of teaching and learning outside the classroom in early social studies within primary education. A convergent mixed-method research design was employed. The results indicate that, in practice, teaching and learning outside the classroom in early social studies is implemented less frequently than would be expected based on the didactic guidelines for early social studies instruction. Most teachers conduct such lessons only once a month or less. Teachers’ personal interests emerged as a significant factor influencing the frequency of teaching and learning outside the classroom.

Worldwide, people’s quality of health has been decreasing due to bad eating habits that have generated an increase in diseases such as diabetes, hypertension, overweight, as well as an increase in hours of the daily workday and stress. This situation can generate sudden illness and work accidents where the need to have knowledge in emergency first response (EFR) is necessary for all. Unfortunately, workshops and courses to certify EFR individuals are usually taught only to healthcare professionals. Therefore, to address this need a EFR project has been developed at the Tecnológico de Monterrey (TEC) which consists of a multidisciplinary challenge to train, certify, and evaluate students’ competency as “emergency first responders” in medical emergencies and healthcare awareness. This EFR project has been performed for one week, every year since 2015, and constitutes a joint venture among academic departments, faculty, and industrial/government institutions, which work together in multidisciplinary projects, providing a source of innovative proposals. The EFR project at TEC has provided instruction and certification for 966 students between 2015 to 2019 and this study has analyzed results considering a sample size of 197 participants. The combination of exam evaluation, medical emergency skills verification, and project proposal results indicate that most students reach skill levels between 2 and 3 in EFR competency after successfully completing the program, regardless of their year of study or the undergraduate program they are enrolled on. This evaluation emphasizes the compromise of the institution and its students in preparation for new living under sanitary conditions for pandemic conditions such as COVID-19.

Background Education can create better opportunities for health, and vice versa. Using a so-called ‘add-in’ approach, school-based physical activity (PA) promotion and prevention of sedentary behaviours can increase pupils’ wellbeing and learning and, on the longer term, reduce the risk of non-communicable diseases. A PA ‘add-in’ approach involves integrating PA into teachers’ curricular obligations without being an extra burden as opposed to an ‘add-on’ approach which requires additional operational resources and include activities that do not explicitly contribute towards curricular targets making them less long-term acceptable in a school-based context. Previous studies investigating education outside the classroom (EOtC) show mutual benefits for both health and education outcomes among children and adolescents. However, the evidence is of mixed quality and questionable certainty, which calls for further investigation. The aim of this study protocol is to describe and discuss the study design and methods to investigate the efficacy and mechanisms of EOtC as a vehicle for health and education. The study investigates the intervention developed and conducted in the TEACHOUT study with updated and strengthened design and measures. Methods The efficacy of EOtC will be investigated in a cluster randomised waitlist design. Participants will be pupils in ~54 classes, grades 4-10 (ages 10-15 years) in ~30 Danish elementary schools. Fifteen schools will be randomised to the intervention: a two-day EOtC training course targeting teachers followed by the teachers implementing EOtC >5 hours weekly over the course of one school year. Pre- and post-measures of health (PA and wellbeing) and learning (school motivation and academic achievement) will be collected. Investigation of pedagogical and motivational mechanisms will be based on observations of EOtC. Discussion The updated randomised controlled design will provide firmer evidence for the efficacy and mechanisms of EOtC and provide knowledge about how mutual benefits of health and education can be obtained. Trial registration Registered with ClinicalTrials.gov (ID NCT05237674 ) [University of Copenhagen. MOVEOUT: a Cluster RCT of the Efficacy, Mechanisms, and Mediation of an Education Outside the Classroom Intervention on Adolescents’ Physical Activity, 2023], February 14, 2022. Most recently updated on November 23, 2022 (Version 2).

Background Education outside the classroom (EOtC) is a curriculum-based approach to teaching that has shown positive associations with children’s physical activity and academic learning in small-scale case studies. The purpose of this large-scale quasi-experimental study was to determine if children who participate regularly in EOtC spend more time being physically active than children who do not. Methods In the 2014/2015 study TEACHOUT, classes were recruited in pairs such that each EOtC class had a non-EOtC comparison class at the same school and grade level. Participants in 17 EOtC classes and 16 comparison parallel classes across Denmark wore an Axivity AX3 accelerometer taped to the lower back for seven consecutive days. Data from 201 EOtC participants (63.3% girls, age 10.82 ± 1.05,) and 160 comparison participants (59.3% girls, age 10.95 ± 1.01) were analysed using an ‘intention to treat’ (ITT) approach. The amount of EOtC the participants were exposed to was monitored. Associations between time spent in different physical activity intensities and EOtC group and sex were assessed using generalised linear models adjusted for age. In a second analysis, we modified the sample using a ‘per protocol’ (PP) approach, only including EOtC and comparison class pairs where the EOtC class had >150 min and the comparison had <150 min of EOtC during the measured week. Results On average, EOtC participants spent 8.4 (ITT) and 9.2 (PP) minutes more in moderate-to-vigorous physical activity (MVPA) per day than comparison participants ( p  < 0.05). However, EOtC boys spent 18.7 (ITT) and 20.8 (PP) minutes more in MVPA per day than comparison boys ( p  < 0.01), while there were no significant between-group differences for girls. Conclusions For boys, EOtC was associated with more daily time being spent moderately and vigorously physically active. No differences were observed for girls. Implementing EOtC into schools’ weekly practice can be a time- and cost-neutral, supplementary way to increase time spent in PA for boys through grades three to six. Trial registration The Scientific Ethical Committee in the Capital Region of Denmark protocol number H-4-2014-FSP . 5 March, 2014.

Education outside the classroom (EOtC) has become an attractive approach, not only for learning but also for health. This explorative, cross-sectional study investigated children’s sedentary behaviours (SED), light physical activity (LPA) and moderate-to-vigorous PA (MVPA) on school days with an EOtC session in green space compared to school days with EOtC in other environments and without EOtC. Teachers from 17 Danish school classes practised EOtC for one school year on a weekly basis and self-reported the characteristics of the EOtC environment. The pupils’ PA was device-measured for seven consecutive days in a random period during the school year with AX3 accelerometers. Across 617 pupils (age 9–13 years), PA intensity cases (N = 2264) on school days (8:10–14:00 h) with (n = 317) or without (n = 1947) EOtC were included in a mixed-effects regression analysis. Mean exposure to EOtC was 262 min per session. School days with green EOtC (e.g., parks, forests and nature schools) were associated with (mean, [95% CI]) −24.3 [−41.8, −7.7] min SED and +21.3 [7.7, 36.4] min LPA compared to school days with non-green EOtC (e.g., cultural and societal institutions or companies) and with +6.2 [−0.11, 11.48] min MVPA compared to school days with a school-ground EOtC. No sex differences were found. In conclusion, school days with green EOtC must be considered promising to counteract children’s sedentary behaviours during school hours.

Learning outside the classroom (LOtC) activities are part of pedagogical methodologies that are currently applied in the development of student skills. The objective of this study is to determine the perceptions of faculty and undergraduate students concerning industrial visits and define the advantages and disadvantages of these activities. A survey was designed with 17 questions, from a sample of 296 students and 32 professors from various chemistry and sustainability courses. The statistical samples correspond to a population of 2275 students and 246 professors. Descriptive statistics were used to analyze and compare participant perceptions on industrial visits, as LOtC activities. Results indicated a positive perception for making industrial visits, generating more interest in the class material and helping students acquire knowledge. Despite this positive perception, it was found that professors are unlikely to organize industrial visits frequently due to the work required to plan, perform, and evaluate these activities. This issue suggests that approximately 40% of the students may lose the advantages that LOtC activities could offer. Professors must be motivated and supported by administrators to include industrial visits in their courses as a teaching strategy to provide a beneficial experience to the majority of students enrolled in chemistry and sustainability undergraduate programs.

Learning outside the classroom help students interpret their society, nature, and the world through concrete experiences. Although learning outside the classroom is usually used for environmental education, it is very important for the social studies course which aims to train students as active members of a democratic society. The purpose of this study is to understand social studies teachers' views on learning outside the classroom regarding the social studies course. 15 social studies teachers from low, middle, and high socioeconomic levels schools in Eskisehir participated in this qualitative study. The data of the study were obtained from semi-structured interviews and analyzed using descriptive analysis. According to findings of the study, the social studies teachers believed that content of the social studies course was suitable for learning outside the classroom. History and geography topics, local administrations, environmental issues, cooperation, and professions were mentioned as the main subjects for learning outside the classroom. Outside learning activities were exemplified as organizing trips in and out of province, and going to the cinema, interviewing with experts and resource people, or inviting them to the school. Teachers experienced problems about time and students' behaviors as well as economic problems, and bureaucratic obstacles regarding outdoor learning.

自2010年以來，香港城市大學圖書館在探索中國書法主題推廣活動的過程中，改變一般藝文展覽策畫單向輸出的設計思路，嘗試引入資源本位學習模式，針對不同學習者的學習需要，設計了由三個階段構成的循序漸進的課堂外學習活動，以書法學習為紐帶，運用多媒體等學習工具和小組學習的方式，拉近了經典古籍文獻與現代讀者的距離，使書法的靜態展示轉向動態的學習體驗。本文分析和歸納了該活動的設計理念和實務經驗，藉此為圖書館策畫推廣活動提供更多元的設計思路。

The United Nations’ sustainable development goals highlight the importance of embracing our natural environment through action in education. In science education, it is therefore important to enhance our understanding of pedagogical approaches that promote Education Outside the Classroom (EOC). The aim of this systematic review is to investigate EOC methods and pedagogies and examine how they can help inform students’ acquisition of scientific knowledge and skills. In total, 157 full texts were read and considered for inclusion in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses. The final review included 49 empirical studies that examined EOC research between 2012 and 2021 across all disciplines. Positive outcomes are reported regarding student learning, motivation, and enjoyment, which highlight the benefits and rationale for adopting such approaches to support learning. However, a lack of longitudinal data was evident regarding the impact of the EOC experiences. This review shows that the pedagogical models underpinning the approaches to EOC were not always explicit or clearly stated. In terms of the methodological considerations, a number of gaps emerged in relation to the reporting of geographical and gender differences. We offer recommendations to implement EOC in science education and suggest areas for future research.