Gilbert, Emily2020-02-172020-02-172019http://hdl.handle.net/2440/123372This item is only available electronically.Insight into the current use of outdoor learning spaces to engage secondary school students and shape their learning experiences in Australian educational contexts is provided through a narrative literature methodology. The benefits of the use of outdoor learning spaces for teaching adolescent students are shared along with limitations and challenges. Connections between The Australian Curriculum, other curriculum documents and effective pedagogies and the use of outdoor learning spaces are outlined to highlight the importance of the use of these spaces and to frame suggestions for their improved use across learning areas. The lack of literature that describes the current use of outdoor learning spaces in Australian secondary schools provides the rationale for this dissertation and underpins the exploration of ways to improve the use of outdoor learning spaces. Findings from this research provide insight into the many benefits that outdoor learning spaces offer students. This includes building positive human-nature relationships, freedom from the constraints of traditional teaching pedagogies and increased health and wellbeing benefits for students, stimulation and engagement in learning and skills and knowledge acquisition. Challenges and constraints in utilising outdoor learning spaces are also revealed through the systematic review of literature and include a fear of nature exhibited by students and teachers, teachers’ lack of confidence and capability is using outdoor spaces for learning across learning areas, and a shortage of resources, leadership, administration support and professional learning for teachers that would support the effective use of outdoor learning spaces. The Discussion and conclusion draw together themes in the findings and highlight the positive relationship between the use of outdoor learning spaces and the effective shaping of adolescent student learning experiences.enThesis