Optimising motivation in adventure education and outdoor learning: insights from the last 20 years of self-determination theory research

This paper explores the development of Self-Determination Theory (SDT) over the past two decades and its potential contribution to enhancing participation and engagement in adventure education and outdoor learning (AEOL). We examine the theoretical and conceptual advancements within SDT and pinpoint avenues for future exploration in AEOL. In linking SDT with AEOL, we aim to invigorate both fields and stimulate collaborative research. SDT’s focus in understanding human motivation (i.e., competence, autonomy, and relatedness) aligns with the essence of AEOL. Through establishing the distinction between the core constructs of the bright and dark motivational pathways, we address the optimisation of motivation and experiences in AEOL. The increased prominence of the dark pathway, particularly since Wang et al.’s (2004) publication, signifies a pivotal progression in the SDT literature. Moreover, the evolving nature of SDT underscores its adaptability to contemporary complexities in understanding human motivation; solidifying its relevance in ongoing practice and research endeavours.