摘要：Outdoor Education (OE) has been described as an education taking place in a natural environment where the students learn about their natural surroundings (Torkos, 2017). Outdoor education was one of the precursors of Environmental Education (EE). Outdoor education is a non-formal education and is classified as an educational approach which occurs outside the classroom and with a wide range of subjects such as the natural environment, culture, mathematics, music, physical science. This study adopts a qualitative paradigm in order to explore the integration of Outdoor Education in the philosophy of inclusion. Eight newspaper articles representing stances and opinions of stakeholders in education, were thematically analysed into explore popular representations of benefits of outdoor education for students with learning difficulties. The themes which emerged from the data were: an active attitude towards learning, a holistic approach—transferable benefits, Inclusion, Edutainment, and Experiential Learning. The key themes identified, indicate that learners within an outdoor education context seem to be active participants of the learning process. Moreover, outdoor education is expandable to the learners’ environments, while it seems that academically and/or socially less able pupils in particular, can benefit out of outdoor education.
