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The purpose of this paper is to apply experiential learning theory to discuss a UK project-based knowledge transfer partnership (KPT) project between a university and a third sector organisation offering outdoor and experiential education for around 32,000 inner city children annually. It uses different models to critically consider how different experiential paradigms or world-views support different understandings of project experience in the real world. It examines the nature of experiential learning through project experience, applying a phenomenological inquiry to reflect on how experiential learning is valued academically and culturally. It considers environmental influences to balance the relational practices that represent intangible experiential elements in partnership work.

Using a postmodern qualitative methodology, this paper applies different frameworks to narrative, a synthesis of data from the project, an interview, literature and reflection to present a critical consideration of experiential learning constructs. It foregrounds the academic value of ethical subjectivity and as such also presents a reflective Feminist auto-ethnographic praxis grounded in the project.

Experiential learning is critical for human inquiry. Valuing experiential learning methods differently offers ethical applications for facilitating project work and partner relationships.

Applied experiential learning theory supports organisational understanding in project work. An ethics of subjectivity places equal value on expertise in its own environment leading to a facilitated rather than a hierarchical transfer of knowledge, critical for project success. The project is financially successful and has wide reaching social and environmental impact. Thinking differently about provision means a substantial number of children beyond those physically visiting the organisation will benefit through teacher training.

The UK government no longer funds outdoor education. This paper demonstrates the importance of fostering environmental relationships for human identity, to support education for sustainable development and wider societal and environmental understandings.

Developed through project process this is a new values-based, environmental, organisational and educational transformational approach to partnership. It is useful in education, working in partnership with businesses and ESD.

In view of the increasing popularity of outdoor programmes and in light of what has been written about them recently, it may be valuable to look more closely at what can be expected and achieved from this particular medium of development. The purpose of this article therefore, is to outline the experience and assess the value of a recent outdoor development programme.

Child friendly space (CFS) has been introduced worldwide as an effective Child Protection response to the affected children in emergency to restore their life through psychosocial support programs. An effective physical environment is crucial to accommodate the psychosocial activities of a CFS. Several guidelines have stated minimum standards regarding design and implementation of a CFS. However, different case studies show that the physical set-up of CFS varies in different contexts. Therefore, there is a scope to analyze the physical environment of CFSs in the context of Rohingya camps based on those standards.

Very few guidelines have solely discussed the criteria of physical design and implementation of a CFS. First, the study develops an assessment tool by sorting out those standards from available sources. Secondly, the study follows multiple case study research approach to assess physical environment of four CFSs in Rohingya camps, Cox’s Bazar based on those standards using direct observation, photographic analysis and key informant interview as survey tools.

Major findings reveal that local factors such as topography, availability of land and density have great impact on physical environment on CFSs in Cox’s Bazar beyond the minimum standards, which indicates the importance of considering local factors while designing a CFS for a given context.

Solely demonstrates the need of considering the benchmarks as well as local factors, which will contribute to the knowledge of policymakers and implementers during designing and implementing a CFS for a specific context.

Recognizing the close relation of educational philosophies and methods with the design of the built environment which accommodates them, the purpose of this paper is to bring insights to the issue through presenting the interpretations of one of the major user groups, educating staff, to determine the primary sources of the need for spatial change at primary schools in the local context.

A field study has been conducted with the participation of 142 teachers from 15 public primary schools located in a dense urban environment, in Bayrampasa district, Istanbul. Responses to the open-ended questions were analyzed through the use of the fuzzy analytic hierarchy process method.

The results indicate that the need for providing qualified spaces for physical activity and play as well as devoted subject-specific learning areas, utilization of outdoor spaces, accommodation of high numbers of students emerge as primary sources of the need for spatial change.

The contemporary child-centered and experience-based educational approaches of the twenty-first century, developed around carrying the learning activities beyond the traditional classrooms brought the formation of boundaries at schools under question. Regarding these ideas, flexibility and related concepts have become the common design aspects to come under focus for school architecture. In Turkey, there is an increasing trend in the production of educational facilities due to population growth and rapid changes in the educational system, which seems to proceed in the foreseeable future. The innovative proposals of school design indeed have the potential to contribute to the development of future school projects.

The study presents a unique contribution to the related literature through presenting empirical data from users’ perspective.

This paper discusses the history of outdoor education at a university in the South West England, starting in 1840.

This research uses secondary sources of data; original unpublished work from the university archive is used alongside published works on the university founders and first principals, as well as sources on the developments of outdoor education in the UK.

Both founding principals were driven by their strong values of social justice and their own experiences of poverty and inequality, to establish a means for everyone to access high-quality education regardless of background or means. They saw education as key to providing a pathway out of poverty and towards opportunity and achievement for all. Kay-Shuttleworth, founder of St John's, wrote that “the best book is Nature, with an intelligent interpreter”, whilst Derwent Coleridge, St Mark's first principal, had a profound love of nature and reverence for his father's poetic circle. His father, the famous English Romantic poet Samuel Taylor–Coleridge, made the first recorded use of the verb “mountaineering”. Coleridge was using a new word for a new activity; the ascending of mountains for pleasure, rather than for economic or military purposes.

The Romantic influence on outdoor education, the early appreciation of nature and the outdoors for physical and psychological well-being and the drive for social justice have not been told in any case study before.

Using the campus of a Brazilian university as case study, this research aims to identify which aspects of the outdoor spaces are the most significant in attracting people.

This research relies on the application of different post-occupancy evaluation (POE) methods, including user tracking, behavioural mapping and questionnaires, on one plateau of the campus.

Three group of aspects (socialization, proximity and infrastructure) were identified as key elements in explaining the impact of the campus physical characteristics on users’ behaviour. The results indicate that having characteristics of at least one group of aspects in those spaces can guarantee their vitality and, if there is presence of attributes of more than one group, liveliness can be increased.

Further studies should be conducted on an entire campus to identify other spatial elements in the three groups.

This research contributes to the planning of future campuses and to solutions to the existed ones, indicating the most relevant spatial characteristics to be considered. Additionally, the combination of different methods may be useful to future research.

Most of the investigations on the university campuses focus on the buildings, and little research has investigated the outdoor spaces, although they play a critical role in learning and academic life, where people establish social, cultural and personal relationships. In addition, studies using several POE allowed a consistent and complete diagnostic about the aspects of the campus, giving recommendations for future projects.

This paper provides a general review related to a wider project, aimed at developing a mobile game-based app on Education for Sustainable Development within a smart learning city environment. It aims to address guidelines for a new action-oriented transformative pedagogy that is essential for the development of key competencies for sustainable development based on literature review and on the exploration of a previously created mobile game-based app – the EduPARK app.

This work gives continuity to the developed work, through a qualitative interpretive methodology of case study. Its main objective is to analyze the opinion of Higher Education students, who have experienced the EduPARK app, in what concerns the impact of the educational strategy into: (1) learning value, (2) authentic learning, (3) lifelong learning, and (4) conservation and sustainable habits. Data collection instruments involve students’ reflections triangulated to a questionnaire.

The study finds that the potential for promoting conservation and sustainable habits is widely recognized by app users, although they mention that this aspect can be further explored. This legitimates the relevance of the new mission – EduCITY, which focuses on enhancing sustainability key skills of citizens who participate in extension game-based activities on strategic paths in the city.

This paper comprises a set of guidelines and best practices for educational stakeholders and decision makers in order to enhance a wider integration of this outdoor mobile innovative approach in education, promoting smart and sustainable attitudes of citizens within the cities.

Since the first Volume of this Bibliography there has been an explosion of literature in all the main areas of business. The researcher and librarian have to be able to uncover specific articles devoted to certain topics. This Bibliography is designed to help. Volume III, in addition to the annotated list of articles as the two previous volumes, contains further features to help the reader. Each entry within has been indexed according to the Fifth Edition of the SCIMP/SCAMP Thesaurus and thus provides a full subject index to facilitate rapid information retrieval. Each article has its own unique number and this is used in both the subject and author index. The first Volume of the Bibliography covered seven journals published by MCB University Press. This Volume now indexes 25 journals, indicating the greater depth, coverage and expansion of the subject areas concerned.

This study was based on situated learning, by combining mobile learning and augmented reality, so that students could not only access information content in a real environment but also obtain such information via augmented reality, to support mobile learning.

The research included development of an augmented reality system combined with situational learning, used by students to learn about campus plants as part of the college life technology curriculum. Students took part in mobile learning, and an investigation was conducted into the computer learning behaviour of notebook users. College students were used as the experimental subjects. Data were collected using questionnaire surveys and were evaluated in order to identify the behavioural intentions of learners in outdoor learning activities.

The questionnaire survey covered environmental interactivity, system quality and textbook content. It was found that learners who used mobile learning augmented reality (MLAR) generally managed to browse all the contents of the textbook at each learning location, without spending too much time looking for information, and learners could quickly integrate this into the learning situation. Learners who used MLAR had a strong motivation to study plants at the learning site because they wanted to use the augmented reality technology to observe virtual plant models. Learners who used MLAR in their field learning liked using augmented reality for further learning, for example, using a magic wand to interact with the technology.

This study adopted a new approach to deliver elements of the life technology curriculum, integrating augmented reality into mobile learning. All participating students gave positive reviews of six aspects of the proposed system: their behavioural intentions, cognitive usefulness, cognitive ease of use, environmental interactivity, system quality and textbook content.

The purpose of this paper is to present a survey study that analyzes mobile learning through students’ opinion regarding the use of mobile devices for learning, including their advantages and difficulties, as well as the educational value of a specific mobile learning strategy, reified in the EduPARK game, after an experience of exploring it in formal and non-formal educational contexts.

This paper comprises a survey study where mobile learning is analyzed through the eyes of 244 students attending the second or third cycles of basic education. The acknowledged advantages and difficulties of the use of mobile devices for learning, as well as the educational value and usability of a specific mobile learning strategy, using the EduPARK app and game, were analyzed.

Results revealed that most students owned a mobile device and were able to use them to learn. They had a positive perspective regarding mobile learning and valued the advantages of being easy to find up-to-date information, motivating for learning and easy to carry along. Difficulties are related to the use of mobile devices, such as requiring an internet connection, its slowness and prohibition of mobile devices in schools. The EduPARK game achieved an average educational value scale of 83.8 and an average system usability scale of 80.2, indicating its high educational value and usability for students.

This paper presents empirical evidence regarding the effectiveness of the integration of mobile game-based augmented reality approaches in basic education to promote students’ learning. It also includes an example of excellent cross-subjects educational materials comprising a very useful tool for teachers and students to explore scientific knowledge by accessing appealing information on biological and historical references of a local urban park.