Conceptualising Outdoor Learning to Facilitate Children's Well-being and Academic Achievement

Due to current technological advancements, children spend an increasing amount of time each day engaged in sedentary indoor activities to seek entertainment instead of spending time outdoors. The decline in outside access for many children has caused social and physical health issues that have become more prevalent in recent years that might affect them in the long term. This research aims to identify the impact of outdoor learning on children's well-being and academic achievement. PRISMA-ScR criteria were used to conduct the literature review of the effects of outdoor learning on children's development. According to the research study, four aspects of well-being have been classified: social, emotional, physical, and cognitive. This study adapted the Outdoor Education Model and proposed a conceptual model to demonstrate the significance of outdoor learning for children's psychosocial development. The proposed conceptual model can guide educators and policymakers when planning outdoor learning to cater to children's needs, such as their well-being and academic achievement.