Anti-IL-4Rα antibody SHR-1819 for moderate-to-severe atopic dermatitis: a randomized phase 2 study.

Outdoor learning is gaining increasing attention in teacher education as a pedagogical approach that promotes active, experiential, and inquiry-based teaching in Early Childhood Education (ECE). A clear distinction must be made between related concepts that are frequently conflated in the literature. Outdoor learning refers to curricular activities intentionally conducted outside the classroom; outdoor education usually denotes structured educational programs in outdoor or semi-natural settings; and nature-based learning places direct contact with natural environments at the centre of the learning experience. Together, these outdoor and nature-based methodologies aim to support children’s holistic development while positioning the environment as a pedagogical resource. A substantial body of research shows that engaging with nature in early childhood supports cognitive, emotional, social, and physical development. Natural and semi-natural settings offer rich opportunities for exploration, investigation, and play, fostering critical thinking, problem-solving, and emotional regulation. Exposure to green spaces has been associated with enhanced neuropsychological development, improved attention and higher IQ, as well as reduced stress, developmental risks, and socio-emotional difficulties. Nature-based learning has also been linked to creativity, emotional resilience, and motor development, and outdoor educational methodologies have proven effective in delivering science content, fostering environmental exploration, and building affective bonds with nature. In parallel, outdoor activities contribute to health promotion by supporting immune function, reducing myopia risk, and encouraging active lifestyles and healthier habits. Beyond its benefits for children, outdoor learning has also been shown to support teachers’ well-being, motivation, and professional development. In initial teacher education, outdoor field experiences are associated with enhanced preservice teachers’ self-efficacy as conceptualized in sociocognitive theory, as well as increased emotional engagement and a stronger sense of professional capability. While prior studies have explicitly operationalized self-efficacy within Bandura’s framework, the present study does not directly measure self-efficacy, focusing instead on confidence and perceived preparedness as motivational appraisals. More recent research similarly indicates that immersive, nature-based fieldwork can foster preservice teachers’ pedagogical insights, confidence, and readiness to apply outdoor methodologies in their future classrooms. This growing body of evidence reinforces the need to incorporate outdoor learning experiences within initial teacher education programs. Recent literature reviews further emphasize that, although research on outdoor teaching in initial teacher education is expanding, it remains fragmented, highlighting the need for structured, evidence-based approaches that effectively foster preservice teachers’ competence and readiness to teach outdoors.