Participation in the Erasmus+ mobility held in February 2026, within the project “Green in Education, Digital for the Future” implemented by “Vasile Cristoforeanu” Secondary School in Râmnicu Sărat, offered the opportunity to explore outdoor education as a modern and relevant pedagogical tool. In an educational context marked by the need for autonomy, critical thinking, and environmental responsibility, learning in outdoor settings becomes an authentic space for developing transversal competences.
Outdoor education responds to the challenges of contemporary schooling through activities that stimulate active engagement, reduce stress, and foster collaboration. Connecting students with their local environment contributes to building an emotional relationship with nature—an essential foundation for sustainable behaviours. In this sense, the link with the Sustainable Development Goals is direct, particularly with SDG 4 – Quality Education, SDG 13 – Climate Action, and SDG 15 – Life on Land.
The Erasmus+ training provided new perspectives on the teacher’s role as a facilitator and on the ways in which direct experience can transform learning. Non-formal methods, cooperative activities, guided reflection, and facilitation techniques demonstrated that the group becomes a learning resource, while nature itself becomes a complex pedagogical environment. The emphasis on the “experience – reflect – apply” cycle highlighted the importance of experiential learning in developing students’ competences.
Returning to school made it possible to translate these ideas into concrete activities: exploring local ecosystems, trust building and cooperation exercises, interdisciplinary projects based on the SDGs, and creative tasks that stimulated observation, analysis, and ecological responsibility. Students showed increased engagement, and the group dynamic improved visibly.
The Erasmus+ experience strengthened the belief that outdoor education is not a marginal alternative, but a necessary direction for the school of the future. It offers a framework in which students can learn authentically, make decisions, collaborate, and develop a healthy relationship with the environment. For teachers, the mobility represented a moment of professional reflection and an impulse to innovate teaching practices.
At a time when sustainability, emotional balance, and active learning are global priorities, outdoor education emerges as an essential tool for shaping responsible citizens who are connected to the realities of the contemporary world. Erasmus+ projects remain a catalyst for change, offering inspiration, resources, and the courage to transform the classroom into a space open to exploration and authentic learning.
References
1. Beames, S., Higgins, P., & Nicol, R. (2012). Learning outside the classroom: Theory and guidelines. Routledge.
2. Dillon, J. (2006). The value of outdoor learning in education. School Science Review, 87(320), 107–111.
3. Da Silva, H. (2026). Outdoor and environmental education [Course presentation]. EDU2GROW, Porto.
4. Ministerul Educației. (2023). Strategia națională privind educația pentru mediu și schimbări climatice 2023–2030. Guvernul României
5. European Commission. (2024). Erasmus+ Programme Guide. Publications Office of the European Union.
6. United Nations. (2015). Transforming our world: The 2030 Agenda for Sustainable Development. sdgs.un.org/2030agenda