From experiential learning to eco-systems awareness: a Sustainable Outdoor Training approach

Purpose –Adult education within corporate training settings has evolved significantly, reflecting broader trends and societal needs. In line with the Viable System Approach (VSA) (Barile et al., 2012), the paper highlights the importance of adopting a holistic perspective for sustainable management. Transformative and experiential learning theories dominate the educational landscape (Grund et al., 2024), emphasising the shift from altering perceptions to changing behaviours. Over time, training paradigms have transitioned from institutional training, focused on HR management skills, to more flexible, inclusive models that integrate experiential and informal learning. This study aims to develop a training approach to sustainability learning that aligns with emerging corporate training requirements. This model seeks to enhance environmental awareness and foster an eco-centric learning approach, transcending traditional educational frameworks by integrating direct, immersive experiences in natural settings. The goal of the study is to promote an educational approach that significantly contributes to personal and professional transformation, favouring the emergence of systems eco-resonance through experiential learning. Methodology – The research moves from an overview of the main theoretical references in the stream of experiential learning. Key principles from transformative and experiential learning approaches, such as Kolb’s experiential learning cycle and Mezirow’s transformative learning theory, are integrated to envision the theoretical foundations of a new conceptual framework for training in the context of education for sustainability. Additionally, the study refers to the Information Variety Model’s contribution to emphasise the role of values and emotions in decision-making processes related to sustainability. Results – The preliminary findings indicate a significant shift in educational paradigms towards more flexible and immersive learning methods. The study envisions a fourth generation of learning paradigms that leads to identifying the foundational elements of a Sustainable Outdoor Training (SOT) model, characterised by direct engagement in (natural) environmental contexts oriented to favour the emergence of eco-systems awareness. Participants in SOT-based sustainability educational programs are expected to exhibit increased ecological awareness and a stronger inclination towards sustainable behaviours. Originality and Limitations – The originality of this research lies in its innovative approach to integrating outdoor experiential learning with sustainability requirements. The SOT model’s use of eco-systems awareness for learning assessment is a novel contribution to the field of sustainability education. However, the study acknowledges some limitations, including the need for empirical support to corroborate the theoretical and conceptual considerations. Further research is necessary to validate the model’s efficacy and explore its applicability in different contexts. Research implications – This research may be of interest to both educational theory and corporate practice. By bridging the gap between theoretical frameworks and practical applications, the SOT model offers a pathway to more effective sustainability training. It encourages companies to adopt innovative educational strategies that not only enhance employee skills but also promote broader environmental and social responsibility. The introduction of eco-resonance training methodologies provides a measurable way to assess the impact of educational interventions, offering valuable insights for continuous improvement for individuals, businesses and the broader environmental context.