Autonomy in Outdoor Education
Educators’ Perspectives
Abstract
This article explores how autonomy is understood and supported in outdoor education. The aim of the study was to examine educators’ perspectives on autonomy and its role in learning processes in outdoor settings. A qualitative research design was employed, using semi-structured interviews with 13 outdoor educators working with children and youth in the United States. The data were analyzed using reflexive thematic analysis. The findings indicate that autonomy in outdoor education is embodied, relational, and context-dependent. It is expressed through direct engagement with environmental challenges, opportunities for choice, and participation in group processes. Educators reported that autonomy enhances intrinsic motivation, self-efficacy, and social development. Outdoor environments were found to support the integration of autonomy, competence, and relatedness, in line with Self-Determination Theory. The study highlights the importance of autonomy-supportive practices, including flexibility, trust-building, and balancing freedom with structure and safety. The results suggest that outdoor education offers a unique context for fostering autonomy as meaningful participation rather than individual independence.
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