REimagining Gender in Education in Nature

REGEN proposes a novel research approach at the intersection of gender studies and outdoor learning. Its general objective is to contribute to a broader understanding of gender dynamics in nature-based education for children aged between 2 and 6 years old, as a way of promoting gender inclusive practices and support the work of teachers as researchers in identifying gender-related barriers and inequalities in outdoor learning contexts.

REGEN proposes a novel research approach at the intersection of gender studies and outdoor learning. Its general objective is to contribute to a broader understanding of gender dynamics in nature-based education for children aged between 2 and 6 years old, as a way of promoting gender inclusive practices and support the work of teachers as researchers in identifying gender-related barriers and inequalities in outdoor learning contexts.

REGEN is built around 3 main activities: Teacher exchanges in outdoor kindergartens set in 3 countries to conduct participant observation and witness how gender roles are deployed during different learning activities ; A literature review and analysis of surveys sent to nature-based schools and organisations working with young children, to be confronted with the insights drawn from the previous phase ; An online conference to present the results, insights, and future outlooks to diverse actors.

Concrete results include a video on initial insights, guidelines with best practices for teachers, an academic paper with key findings and gaps, and an online platform gathering resources on gender-related challenges and opportunities in nature-based learning. Other results include improved connections and support between teachers working in the same field and knowledge transfers on innovative pedagogical approaches outdoors with a focus on gender roles, benefiting both educators and students.