Outdoor education is well recognized, but researchers have not developed sufficient scientific analysis regarding successful teaching approaches and strategies that merge outdoor learning. The review addresses the knowledge gap through research on current teaching models, as well as their educational effects on students and the difficulties encountered during implementation. A systematic review of 37 peer-reviewed articles from 2021 to 2025 followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology through its search across Scopus and Web of Science (WoS). The review analyzes three major concepts, which include experiential learning and adventure-based pedagogy and nature-immersive activities. The findings emphasize that experiential learning, adventure-based pedagogy, and nature-immersive activities play a crucial role in improving health literacy, critical thinking, student engagement, and physical well-being while also promoting environmental awareness and social responsibility. The widespread adoption faces barriers because it encounters curriculum integration issues. Hence, teachers need better training, as well as safety and logistical options. Educational institutions require complete outdoor-based health education curricula and teacher training programs, together with institutional support to achieve the best outcomes. When these deficiencies are resolved, outdoor education will transform from an alternative teaching approach into a lasting, transformative power in health education.
Mokhtar et al. (Sun,) studied this question.