Integrating Outdoor Learning Activities into Pakistani Schools: A Pilot Study using Finnish Educational Practices at Al Hafiz High School
Fatima, Marryam (2025)
2025
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2025110527134
https://urn.fi/URN:NBN:fi:amk-2025110527134
Tiivistelmä
This thesis explores the feasibility of integrating Finnish-inspired outdoor learning practices into Pakistani school settings. Through a remote pilot study at Al Hafiz High School, teacher-facilitated activities were designed and implemented to assess student engagement, environmental awareness, and social-emotional outcomes.
A qualitative case study design was employed to gain an in-depth understanding of the feasibility and impact of these practices within a real school context. Data were collected through semi-structured interviews, teacher observation notes, and reflective feedback, ensuring triangulation and credibility of findings. Ethical considerations were carefully observed, including obtaining parental and school consent, maintaining anonymity, and protecting the welfare of all participants.
The findings suggest that integrating outdoor learning can enhance student engagement, promote environmental awareness, and support social and emotional well-being. Moreover, the study highlights the potential of adapting international best practices to local contexts through collaborative, reflective, and iterative approaches. This research contributes to the discourse on experiential learning in Pakistan and provides practical recommendations for educators seeking to enrich the curriculum with outdoor learning opportunities.
A qualitative case study design was employed to gain an in-depth understanding of the feasibility and impact of these practices within a real school context. Data were collected through semi-structured interviews, teacher observation notes, and reflective feedback, ensuring triangulation and credibility of findings. Ethical considerations were carefully observed, including obtaining parental and school consent, maintaining anonymity, and protecting the welfare of all participants.
The findings suggest that integrating outdoor learning can enhance student engagement, promote environmental awareness, and support social and emotional well-being. Moreover, the study highlights the potential of adapting international best practices to local contexts through collaborative, reflective, and iterative approaches. This research contributes to the discourse on experiential learning in Pakistan and provides practical recommendations for educators seeking to enrich the curriculum with outdoor learning opportunities.