Field Studies Council’s Theory of Change

This Theory of Change outlines how Field Studies Council courses create meaningful learning outcomes through high‑quality outdoor experiences.

It shows the pathway from expert tutors, immersive field sites, and hands‑on activities to measurable gains in knowledge, confidence, curiosity, and connection with nature. The model is informed by a strong body of research demonstrating that outdoor learning enhances scientific understanding, supports wellbeing, and builds pro‑environmental attitudes. By making each step of the process visible, the framework helps explain how real‑world investigation and guided reflection work together to inspire learners and promote long‑term engagement with the natural environment.

We aim to “Inspire everyone to engage with and care for the environment.”  This represents the ultimate change our charity sets out to achieve across all our delivery models. 

Long term outcomes:

Field Studies Council delivers courses and experiences to create a shift in knowledge, understanding and behaviour. Our courses are like a system of cogs; small, immediate changes turn into long term impact. Our approach to learning is guided by three long term outcomes:

Nature and landscape

Through all our delivery we aim to build connection to and understanding of nature and landscape.

Personal and social

Participants gain valuable personal and interpersonal skills through the experiences we facilitate.

Active learning

Our courses promote learning through physical activity in the outdoors.

The three core skills are built by seven experience outcomes that underpin all our delivery across the organisation. These are the direct effects participants experience during and immediately after engaging in Field Studies Council experiences. 

Short term outcomes:

Environmental understanding

Everything we do aims to increase environmental understanding: every outdoor environment is a living, breathing, ever changing classroom.

Whether we are teaching primary cross curricula courses, geography fieldwork or biology sampling techniques we are imparting environmental understanding to our learners.

As young children we are fascinated by the world around us, what lives here, how does this work, the acquisition of knowledge is a constant.  As we grow older and especially in the first few years of secondary school, many children fall out of love with the outdoors and that environmental understanding declines.  As outdoor educators we aim to ensure that discovery-based learning is not limited to the things they must know for an exam, but that we challenge and engage them to see the complexity of nature and all interdependence.

Nature connection

Our courses improve nature connection: whether we are teaching, science, geography, history or adventure courses, we can actively facilitate time in and connection to nature.

By encouraging observation, noticing and quiet reflection in new and novel environments, combined with discussion about the nature world, we directly nurture our connection to and our sense of place within nature.

We recognise that the time spent in nature during outdoor learning and fieldwork experiences may well be a child’s only connection opportunity; so, we aim to encourage the development of an understanding of nature, its systems and interdependencies, its vulnerabilities and our place within it.

Environmental responsibility

We encourage greater environmental responsibility: ultimately, a deeper connection to nature, coupled with increased knowledge and understanding, often leads to a greater sense of responsibility for its protection.

This outcome is crucial in the current era of environmental change and crisis.  By linking activities explicitly to environmental stewardship we can inspire our learners to be the change they want to see and give them agency and greater resilience.

By connecting broader “big picture” issues with real world learning we can bridge knowledge with responsibility, help learners feel empowered to make small changes in their lives and feel they can make a difference.

Working well with others

We model and support working well with others: this is not just about developing teamwork skills, although that is a big part of what we do, working and learning together in an outdoor setting inherently promotes social interaction, collaboration and communication.

Sharing observations, collaborative tasks and navigating challenges as a group all contribute to stronger interpersonal skills.  We also see in our centres the power of talking to new adults, especially those who are passionate about nature and sustainability, subjects that are not always given time at school.

Modelling good communication, support and reflection is key to enabling learners to see how teams are built and thrive.

Health and wellbeing

Our outdoor learning experiences enhance health and wellbeing: the restorative power of nature is well documented— reducing stress and engaging in physical activity are natural outcomes of outdoor experiences.

Not exclusive to high adrenaline or planned activities, but the peaceful moments observing a bird, a moment of shared silence in a new environment, or the feel of digging your toes into the sand can be just as impactful.  We guide and engage learners to see the outdoor world as a space for mindfulness.

We should provide safe spaces for the discussion of shared worries and achievements and encourage the reflection required to turn outdoor experiences into meaningful opportunities to boost wellbeing.

Resilience

 Learning outdoors can help to improve resilience: outdoor learning of all types naturally cultivates a wide range of personal skills, but resilience building is key for both personal, emotional and academic success.

Exposure to unpredictability, whether that is weather, terrain or challenges forces learners to be flexible, and adaptable which are critical skills for life.  Actions in the outdoors have direct impacts, forgetting or falling to pack a waterproof, or following instructions incorrectly can have immediate consequences that must be overcome.

Activities such as a hill climb or asking strangers questionnaires can push students to the edge and outside of comfort zones and beyond their perceived limits.  Navigating these challenges successfully, whatever that success looks like fosters a powerful sense of self-efficacy and confidence.

 

Curiosity

Fostering curiosity: ultimately what we want to do at Field Studies Council is to foster curiosity and a life-long love of learning.

The more young people we can engage with the outside world, in a way that piques their curiosity, the more future generations will be engaged in understanding their environment and the more green skills careers we may see taken up. Unlike a traditional classroom, outdoor environments are full of surprises, a child might find an interesting insect, a strange-looking fungus, an unusual stone.

This novelty sparks the question “what is that?” and naturally the next step is finding out answers. This then sets them on a journey toward greater environmental understanding and the cycle is continued.

These outcomes rely on educators who understand the potential of outdoor learning and who can help every child and young person explore and learn from the natural world.

View our courses and experiences

To discuss how we can help your school group achieve your required outcomes through outdoor learning, please get in touch with the team.