Advancing environmental literacy training for instructors of outdoor adventure activities

Abstract

Many commercially led outdoor adventure activities (OAAs) are expected to increase clients’ environmental connections and pro-environmental behaviours. The reality of sustained environmental outcomes however is uncertain, with previous literature emphasising the need for instructors to have environmental knowledge and skills for outcomes to be successful. Due to a lack of available training for instructors on environmental facilitation, the purpose of this research was to create an evidence-based course for instructors on environmental literacy development, to upskill instructors and increase the potential for sustained environmental outcomes.

I used a design-based research (DBR) approach and conducted four phases of iterative research to identify seven design principles in response to the overarching research question; “What are the characteristics of an effective course for outdoor instructors aimed to advance environmental literacy development through outdoor adventure activities (OAAs)?”.

Three of the four phases involved empirical research. Phase 1 was informed by theory to produce a first draft of course material based on a framework for environmental literacy pedagogical and andragogical content knowledge (EL-PACK), belief in ability to teach (BiAtT), and the components of environmental literacy. Phase 2 conducted expert appraisals (n=6) to assess the face validity of the course material. Phase 3 involved a pre-course survey and four iterations of course trialling and modification with instructors (n=32). Phase 4 collected evaluative data from a post-course survey (n=17) and interviews (n=8) with instructors. Data were analysed qualitatively and discussed in interim discussions following each empirical phase to influence the development of the design principles and the subsequent phase of research.

In addition to underpinning seven characteristics of an effective course, the research contributes to the academic body of literature around (1) the rhetoric reality gap between environmental outcome expectancy and actual long-term pro-environmental outcomes, (2) instructors’ ability (EL-PACK and BiAtT), motivation and opportunity (AMO) for integrating environmental conversations and activities into OAAs, and (3) instructor learning preferences.

The development of the environmental literacy course also contributes on a practical level to move the outdoor sector forward towards a more sustainable paradigm. The sector would benefit from such a course being endorsed by National Governing Body (NGB) organisations to supplement qualification progression. This would give rise to more instructors learning how to integrate environmental conversations and activities into OAAs, and a greater likelihood of environmental outcome expectancies being met.

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Identifiers

ORCID for Marcus Grace: orcid.org/0000-0002-1949-1765

ORCID for Ran Peleg: orcid.org/0000-0002-9184-6030

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