The Role of Outdoor Education in Promoting Social-Emotional Learning for Young Children in Nigeria: A Convergent Mixed-Methods Study

Abstract

This study examined the role of outdoor education in promoting social-emotional learning (SEL) among young children aged three to eight years in Nigeria. Employing a convergent parallel mixed-methods design, the study drew data from 120 hours of structured observations across 12 purposively selected outdoor education programs and semi-structured interviews with 45 early childhood educators. Quantitative observational data were analyzed using chi-squared tests to identify statistically significant differences in SEL behaviors between outdoor and indoor settings. Qualitative interview data were analyzed using the six-phase thematic analysis framework. Findings indicate that outdoor settings were associated with significantly higher rates of cooperative behavior (45% vs. 25% indoors), positive emotional expression (60% vs. 30%), and lower rates of disruptive behavior (10% vs. 30%), with all between-setting differences reaching statistical significance (p < .05). Four qualitative themes emerged: uninhibited emotional expression, risk-taking and independence, peer relationships and empathy, and barriers to implementation. These findings contribute the first Nigerian mixed methods evidence base linking outdoor education to CASEL-defined SEL competencies. For policy and practice, outdoor learning should be repositioned as a core instructional component, and policymakers should allocate dedicated time, educator training, and infrastructure resources to support outdoor SEL programming in Nigerian early childhood settings.