Investigating Meaningful Happiness and Wellbeing in College Students through a ‘Curriculum of Giving’ Outdoor Education Program

Abstract

As part of a two-week outdoor education expedition, 18 high school and college students (11 males and 7 females) were engaged in evidence-based wellbeing activities, such as journaling, three new gratitudes, and meditation. Using a mixed methods approach, the aim was to investigate the impact of these activities -conceptualised as a 'curriculum of giving.' Wellbeing was measured qualitatively via interviews and journals, and quantitatively using the Flourishing Scale (FS) across four time points. Qualitative data showed that the wellbeing activities facilitated students' connection and gratitude towards nature, promoted self-reflection, and a shift in values and worldviews toward social concern. Together with the quantitative data which showed a statistically significant increase in FS scores from pre-trip to post-trip, the results of this in-depth case study support the growing body of literature showing that forms of altruism performed regularly are beneficial to wellbeing and meaningful happiness.

Sustainability pedagogy: Understanding, exploring and internalizing nature’s complexity and coherence

“…They essentially apply the concept of place attachment—a bond formed between individuals and meaningful settings ( Scannell and Gifford, 2010 :1)—to pedagogy. Similar to my findings, place-based outdoor learning has helped youth apply knowledge to real-life challenges and understand social, cultural, economic, and physical interconnectedness in environmental decision making ( Nielsen, 2016 ). Further, the “attentive connection” has a formative impact on sustainability identities, including greater care for the natural and human elements ( Bates et al, 2019 : 95).…”

“…Sharing outdoor discoveries among a social community has shown to strengthen connection to nature ( Grimwood et al, 2018 ). Journaling, gratitude practices, and meditation in a nature expedition supported both social and ecological care, referred to by Nielsen (2016 :9) as an “ecology of giving.” During an introductory environmental studies class, weekly multimedia nature journals (i.e., Blogs) increased nature awareness and outdoor interest, without outdoor exposure ( Arnold, 2012 ). Like my students’ testimonies, these outcomes were mediated by greater awareness of seasonal changes and understanding the social context of the nature setting (the neighborhood).…”

Connecting Social and Natural Ecologies Through a Curriculum of Giving for Student Wellbeing and Engagement

“…In this collaborative program, curricula for a 14-day outdoor education expedition was explicitly adapted to incorporate an underlay of meaning and social concern so that in addition to partaking in outdoor activities such as snorkelling, diving and nature walks, students were exposed to activities aimed at promoting positive thoughts, feelings and behaviours through an emphasis on the role of ‘giving’. Specific activities included ‘sunset solitude’, ‘sunrise warriors’, meditation, and ‘self-care aims’ (please see Nielsen & Ma, 2016, for program details). Students engaged in discussion about how these activities and philosophy around giving and social concern were aligned throughout the trip.…”