Equity in the outdoors: a systematic review of diversity, equity, and inclusion in Canadian outdoor learning for equity-deserving educators

This systematic review synthesizes Canadian literature on diversity, equity, and inclusion (DEI) in outdoor learning (OL), with particular attention to equity-deserving educators. Although OL can support student well-being, holistic development, and nature-based literacy, limited scholarship examines who teaches outdoors and under what conditions. Guided by PRISMA protocols, this review analyzes 27 Canadian sources published between 2010 and 2025, including peer-reviewed research and grey literature. Thematic analysis identified four areas: representation and belonging, systemic barriers, culturally sustaining pedagogies, and educator-led innovation and community engagement. Findings reveal persistent inequities affecting Indigenous, racialized, 2SLGBTQ+, disabled, and internationally educated educators, alongside promising approaches grounded in Universal Design, Indigenous worldviews, relational accountability, and trauma-informed practice. This review highlights the need for stronger institutional supports, inclusive policies, and community-driven approaches to advance equitable and culturally responsive OL across Canada.