The current education model is gradually shifting away from its traditional framework, evolving towards a more informal, out-of-brick, outdoor learning culture. In this context, the topic of non-formal out-of-school learning environments, which bridge education with real-life experiences and enhance individuals’ learning through daily activities, requires further examination and clarification within relevant frameworks. To this end, this study aims to clarify a framework for “nature and science-based out-of-school learning environments” encompassing content, pedagogy, continuous professional development by achieving a consensus based on expert opinions. This Delphi study employs an exploratory sequential design, a type of mixed-method research. By incorporating the insights of trainers, the study provides significant perspectives on non-formal outdoor learning, particularly in the areas of definition, content, pedagogy, professional development and education technology. The findings highlight the importance of effectively integrating content, pedagogy, professional development, and the pedagogical application of education technology in non-formal learning settings.
Kaya et al. (Thu,) studied this question.