Predispositions and Openings in the Romanian School Curriculum from the Perspective of Outdoor Teaching-Learning-Assessment Activities. A Content Analysis
Predispositions and Openings in the Romanian School Curriculum from the Perspective of Outdoor Teaching-Learning-Assessment Activities. A Content Analysis

Summary/Abstract: The Romanian national curriculum sets the general framework for organizing teaching-learning-assessment processes but does not always explicitly reference outdoor education. This analysis seeks to identify the extent to which school curricula support or limit lower secondary and high school teachers' initiatives to implement outdoor activities. Such opportunities become real extensions or even substitutions for classroom-delivered content and provide occasions for personality development, value and attitude formation, experimentation with less commonly assumed roles and responsibilities, and recognition of students' qualities that often escape traditional evaluations. Outdoor education, through experiential learning, direct observation, and research, should not be disregarded, regardless of how sophisticated school structures may become. Essentially, the curriculum represents the totality of learning experiences offered to students within an educational institution or specific program. In the field of outdoor education, discussions about curriculum encompass what students learn (content) and how they learn and experience education outdoors. Therefore, a curriculum that includes outdoor education involves planning and implementing activities, setting learning objectives, integrating key themes and concepts, and defining how students will actively participate and receive feedback on their learning process.

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