Environmental educator initiatives to promote outdoor education in middle east

Environmental educator initiatives to promote outdoor education in middle east | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Environmental educator initiatives to promote outdoor education in middle east Amirali Boroumand, Mohammad Javad Amiri This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-9296720/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Outdoor Education (OE) is increasingly recognized as a powerful approach within Environmental Education for fostering ecological awareness, pro-environmental behavior, and sustainability competencies. However, its development and institutionalization remain uneven across regions, particularly in the Middle East, where formal education systems are often highly centralized and classroom-oriented. This study investigates environmental educator initiatives aimed at promoting OE across a diverse set of countries, including Saudi Arabia, Kuwait, Yemen, Oman, Bahrain, Qatar, the United Arab Emirates, Syria, Lebanon, Jordan, Iraq, Iran, Türkiye, and Egypt. Adopting a qualitative research design, the study draws on semi-structured interviews (n = 92) to examine the types of initiatives, pedagogical approaches, and contextual factors shaping OE in the region. Data were analyzed using qualitative content and thematic analysis to identify recurring patterns, challenges, and enabling conditions. The findings reveal four main types of initiatives: non-governmental and grassroots programs, school-integrated efforts, higher education-based initiatives, and hybrid community models. Across these categories, environmental educators employ contextually adaptive pedagogies that combine Experiential Learning, Place-Based Education, and Education for Sustainable Development. While these initiatives demonstrate significant innovation and transformative potential, they face persistent barriers, including limited institutional support, lack of professional training, socio-cultural constraints, and environmental and political challenges. The study also identifies key pathways for scaling and sustainability, including institutional integration, multi-level stakeholder engagement, educator capacity building, and community participation. Importantly, environmental educators emerge as central agents of change, mediating between global educational frameworks and local realities. This research contributes to the growing literature on OE by providing a comprehensive, context-sensitive analysis of initiatives in an underexplored region. It highlights the need for systemic and culturally grounded approaches to advancing OE and offers practical insights for policymakers, educators, and practitioners seeking to strengthen sustainability-oriented learning in the Middle East. Environmental Learning Outdoor Education Experiential Learning Middle East Figures Figure 1 Introduction Environmental education has increasingly been recognized as a critical pathway for fostering ecological awareness, pro-environmental behavior, and sustainability-oriented citizenship in the face of accelerating global environmental change (Bibi et al., 2026 ; Fortunato et al., 2026 ‏). Within this field, Outdoor Education (OE) occupies a particularly important role by providing experiential, place-based, and embodied learning opportunities that connect individuals directly with natural environments (Schnekser & Riley, 2026 ‏). Drawing on traditions associated with Environmental Education and Experiential Learning, OE has been shown to enhance not only cognitive understanding of environmental systems but also affective dimensions such as environmental identity, stewardship, and emotional engagement with nature (Hurst et al., 2026 ; Nair KJ & Chithra, 2025; Shin & van Riper, 2025 ‏). Despite its well-documented benefits, the development and institutionalization of OE vary significantly across regions. In the Middle East, environmental challenges—including water scarcity, biodiversity loss, desertification, and air pollution—are particularly acute, making the need for effective environmental education strategies especially urgent. However, formal education systems in many countries in the region remain predominantly classroom-based, exam-oriented, and constrained by rigid curricula, leaving limited space for outdoor and experiential approaches. These structural limitations are often compounded by socio-political, cultural, and climatic factors that shape how nature is perceived, accessed, and utilized within educational contexts (Boroumand et al., 2026 ; Onyeaka & Akinsemolu, 2025 ). In response to these constraints, environmental educators in all around the world have increasingly initiated innovative, context-sensitive efforts to promote OE beyond traditional institutional frameworks. These initiatives range from grassroots programs led by non-governmental organizations to hybrid models embedded within schools and universities, often emphasizing community engagement, local ecological knowledge, and culturally relevant pedagogies. Such efforts resonate with broader shifts toward transformative approaches in education, including Education for Sustainable Development, which advocates for participatory, action-oriented, and socially embedded learning processes (Azevedo et al., 2026 ; Boroumand & Amiri, 2024 ; Fang et al., 2023 ; Pihkala, 2020 ‏‏). At the same time, these initiatives operate within complex governance and policy environments that may either enable or constrain their impact (Činčera et al., 2020 ; Dabaja & Nicolas, 2025 ; Higgins & Kirk, 2006 ). Issues such as limited institutional support, lack of trained educators, safety concerns, and insufficient policy integration frequently hinder the scaling and sustainability of OE programs. Moreover, the diversity of political systems, economic conditions, and ecological contexts across the Middle East necessitates a nuanced understanding of how Oe is conceptualized and practiced in different settings. This paper seeks to explore and analyze environmental educator-led initiatives aimed at promoting OE in the Middle East. Specifically, it addresses the following questions: What types of initiatives are being implemented to advance OE in the region? What pedagogical, institutional, and socio-cultural strategies underpin these efforts? And What barriers and enabling factors influence their effectiveness and scalability? By examining these questions, the study contributes to a growing body of literature that situates OE within diverse cultural and environmental contexts, while also offering insights for policymakers, educators, and practitioners seeking to strengthen environmental learning in the region. Ultimately, by foregrounding the experiences and innovations of environmental educators, this research aims to highlight pathways for expanding OE as a transformative practice capable of addressing both local environmental challenges and broader sustainability goals. Method Research Design This study adopted a qualitative, multi-country exploratory design to investigate environmental educator-led initiatives promoting OE across the Middle East, including Saudi Arabia, Kuwait, Yemen, Oman, Bahrain, Qatar, the United Arab Emirates, Syria, Lebanon, Jordan, Iraq, Iran, Türkiye, and Egypt. A qualitative approach was selected for its suitability in capturing context-specific experiences, meanings, and practices associated with OE initiatives in diverse socio-cultural settings. Given the complexity and situated nature of these practices, the study was guided by an interpretivist paradigm, emphasizing the perspectives of practitioners and stakeholders. Study Scope and Sampling Participants were selected using a combination of purposeful and snowball sampling to identify individuals with relevant expertise and experience in environmental and OE. Inclusion criteria required participants to have direct involvement in designing, implementing, or evaluating OE initiatives within one or more of the selected countries. Snowball sampling allowed the identification of additional knowledgeable participants through initial contacts, a strategy commonly employed in expert-based qualitative research. The participant pool included: Environmental educators and practitioners, NGO representatives and program coordinators, Academic experts in environmental education and Policymakers and curriculum developers (where accessible). A total of 92 participants were included, reflecting a wide spectrum of professional roles, organizational affiliations, educational backgrounds, and experience levels. This diversity enabled a rich, context-sensitive analysis of OE initiatives across multiple Middle Eastern countries. Figure 1 Methodological workflow of the study on environmental educator initiatives promoting outdoor education (OE) in the Middle East. Figure 1 outlines a multi-phase qualitative research design grounded in an interpretive–critical paradigm. Phase 1 employs methodological triangulation through literature review and stakeholder interviews (n = 92) using qualitative content analysis and critical discourse analysis. Data are drawn from multiple Middle Eastern countries and integrated into a unified qualitative dataset. Phase 2 presents an iterative coding process (open, axial, and selective/thematic coding) leading to the development of core themes. The workflow also highlights procedures for ensuring rigor and trustworthiness, including triangulation, member checking, peer debriefing, and thick description. Participant Demographics Participants were drawn from four primary sectors: non-governmental organizations (NGOs), schools, universities, and community-based organizations. NGOs represented the largest group, highlighting their pivotal role in promoting OE in contexts with limited formal institutional support. University-affiliated participants were primarily involved in field-based courses, research projects, and capacity-building initiatives. School educators provided insights into curriculum integration and pedagogical challenges, while community leaders emphasized local engagement and inclusivity. The participants’ demographic characteristics reflect the socio-cultural diversity of the Middle East and the varied professional pathways through which OE initiatives emerge. Table 1 presents a detailed overview of participant demographics, including gender, age, education level, organizational affiliation, years of experience, and country representation. Table 1 Participant Demographics Demographic Element Category Frequency (n = 92) Percentage (%) Notes / Observations Gender Female 34 37% Higher representation in NGOs and schools; cultural norms influenced participation in some countries (e.g., Yemen, Saudi Arabia). Male 58 63% Predominantly in NGOs, universities, and government-affiliated initiatives. Age Group 21–30 years 18 20% Early-career educators and students involved in field-based projects. 31–40 years 35 38% Mid-career professionals, majority NGO and school educators. 41–50 years 26 28% Senior educators, university faculty, and program managers. 51 + years 13 14% Experienced leaders, often founding or coordinating long-term initiatives. Education Level Bachelor’s degree 22 24% Mostly school educators and NGO practitioners. Master’s degree 47 51% Predominantly university-affiliated participants and NGO program leaders. Doctoral degree 23 25% Senior researchers and university faculty leading higher education initiatives. Organizational Affiliation NGO / Civil Society 39 42% Largest sector; adaptive and flexible programs in diverse contexts. School / K–12 21 23% Implementation-focused participants; insights on curriculum integration. University / Higher Education 24 26% Involvement in research, field courses, and community engagement programs. Community-Based / Informal 8 9% Often volunteer-driven, targeting youth and marginalized groups. Years of Experience in OE < 5 years 17 18% New initiatives or emerging programs, often student-led. 5–10 years 34 37% Growing programmatic experience, establishment of local networks. 11–20 years 28 30% Long-term practitioners; program sustainability focus. 21 + years 13 15% Veteran educators; leadership and mentoring roles. Country Representation Saudi Arabia 7 8% Mix of NGO and school-based initiatives. Kuwait 4 4% Primarily school educators and small NGO projects. Yemen 3 3% Conflict-affected areas; community-driven approaches dominate. Oman 5 5% Focus on culturally grounded, place-based programs. Bahrain 3 3% Limited number of programs; small NGO initiatives. Qatar 6 7% Resource-rich, government-supported programs. United Arab Emirates 8 9% Technologically supported, curriculum-integrated initiatives. Syria 2 2% Conflict-constrained, grassroots community programs. Lebanon 6 7% NGOs and university-led initiatives; strong cultural integration. Jordan 7 8% Balanced mix of NGOs, schools, and community projects. Iraq 3 3% Informal and NGO-led initiatives under challenging conditions. Iran 12 13% Universities and NGOs; place-based and experiential learning prominent. Türkiye 10 11% Structured university-led programs; policy alignment emerging. Egypt 6 7% Mix of school-based and community-focused initiatives. The demographic data highlight significant diversity in professional roles, experience, and educational backgrounds, reflecting the pluralistic nature of OE in the Middle East. While the majority of participants are mid-career professionals with Master’s degrees, the sample also includes early-career educators, veteran leaders, and community-based facilitators. Gender distribution reflects broader regional patterns, with women underrepresented in some countries due to socio-cultural constraints, yet playing a central role in NGOs and school-based initiatives. This diversity provides a rich foundation for analyzing variations in program design, pedagogical strategies, and adaptive responses to institutional, socio-cultural, and environmental challenges across the region. It also underscores the critical importance of cross-sector collaboration and educator networks in sustaining and scaling OE initiatives. Data Collection and analysis Data collection in this study followed a multi-method, triangulated approach to capture the complexity of environmental educator initiatives across diverse Middle Eastern contexts. In-depth, semi-structured interviews formed the primary data source, enabling participants to describe the objectives, design, pedagogical strategies, challenges, and contextual adaptations of their initiatives. This format provided sufficient flexibility to explore country-specific experiences while maintaining consistency in the topics addressed across cases. In addition to interviews, a comprehensive review of documents and programs was conducted. This included program descriptions, NGO reports, policy documents, and educational curricula, which were analyzed to triangulate interview findings and identify patterns in initiative design, implementation, and reported outcomes. Where feasible, supplementary observations, either virtual or in-person, were carried out to capture the real-time dynamics of outdoor learning, the use of pedagogical tools, and the structure of learning environments. By combining these data sources, the study ensured a robust and credible understanding of practices and experiences across varied institutional, cultural, and socio-political settings. Data analysis was conducted using qualitative content analysis and thematic analysis, with coding carried out inductively to identify recurring concepts, categories, and patterns. The analysis unfolded in three stages. First, open coding facilitated the identification of initial concepts and emergent categories. Next, axial coding grouped these codes into broader thematic clusters reflecting program models, pedagogical strategies, and contextual factors. Finally, selective coding integrated the thematic clusters into a coherent analytical framework, enabling a nuanced understanding of the interplay between initiative types, teaching approaches, institutional contexts, and enabling or constraining factors. The analysis focused on several key dimensions: the types of initiatives and program models, pedagogical strategies such as experiential and place-based learning, the influence of institutional and socio-cultural contexts, and the barriers and enabling factors shaping program implementation and sustainability. Trustworthiness and Rigor Methodological rigor was ensured through a combination of established qualitative strategies. Triangulation of data sources—interviews, documents, and observations—enhanced the credibility of findings. Member checking allowed selected participants to review and validate interpretations, ensuring that the analysis accurately reflected their perspectives. Additionally, peer debriefing was employed to refine coding and thematic structures, while thick description provided rich contextual detail to enhance the transferability of findings across different Middle Eastern contexts. These strategies collectively ensured that the study adhered to high standards of qualitative research rigor and reliability. This integrated methodology, combined with comprehensive participant demographic data, allows for a comparative, context-sensitive analysis of environmental educator initiatives across the Middle East, capturing both regional patterns and country-specific dynamics in promoting OE. Results Typology of Environmental Educator Initiatives Promoting OE The analysis revealed a diverse and context-sensitive landscape of environmental educator-led initiatives promoting OE across the selected Middle Eastern countries. Despite significant variation in political, ecological, and institutional contexts, the findings indicate that these initiatives can be categorized into four primary types: (1) non-governmental and grassroots programs, (2) school-integrated initiatives, (3) higher education and research-based programs, and (4) hybrid and informal community-based models. Non-governmental and grassroots initiatives emerged as the most prominent and flexible form across the region. Environmental educators working within NGOs and civil society organizations have developed programs that emphasize experiential, place-based learning in natural and semi-natural environments such as deserts, coastal zones, and protected areas. These initiatives often operate outside rigid formal education systems, allowing educators to experiment with innovative pedagogies rooted in Experiential Learning and Place-Based Education. In countries such as Jordan, Lebanon, and Iran, these programs frequently incorporate local ecological knowledge and community participation, fostering stronger connections between learners and their immediate environments. School-integrated initiatives represent a second category, where OE is embedded—either formally or informally—within primary and secondary education systems. In countries such as the United Arab Emirates, Qatar, and Türkiye, some schools have begun to integrate outdoor activities, field visits, and environmental projects into their curricula. However, these efforts are often dependent on individual educators or institutional champions rather than systemic policy frameworks. As a result, implementation remains uneven, with many programs constrained by standardized curricula, safety concerns, and limited institutional support. The third category, higher education and research-based initiatives, includes programs developed within universities and academic institutions. These initiatives often combine teaching, research, and community engagement, aligning OE with broader frameworks such as Education for Sustainable Development. In countries such as Iran and Türkiye, university-led projects frequently involve field-based courses, environmental monitoring activities, and student-led sustainability initiatives. These programs tend to be more structured and theoretically grounded but may face challenges in scaling beyond academic settings. Finally, hybrid and informal community-based models were identified as an emerging and adaptive form of initiative. These models blend elements of formal education, NGO programming, and community engagement, often targeting diverse audiences including youth, families, and local stakeholders. Examples include eco-camps, nature clubs, and citizen science projects that create inclusive learning environments beyond traditional classrooms. Such initiatives are particularly visible in contexts where formal educational systems are constrained by conflict or limited resources, such as in parts of Yemen, Syria, and Iraq. Across all four types, a common pattern is the central role of environmental educators as agents of innovation and mediation, navigating institutional constraints while adapting OE practices to local socio-cultural and ecological conditions. Rather than replicating models from Western contexts, these educators actively reinterpret and localize OE, resulting in a dynamic and pluralistic landscape of initiatives across the Middle East. Pedagogical Approaches and Program Characteristics of OE Initiatives The findings indicate that environmental educator initiatives across the Middle East are not only diverse in structure but also in their pedagogical orientations, learning goals, and implementation strategies. Despite contextual differences, a set of recurring pedagogical patterns emerged, reflecting a hybridization of global educational frameworks—such as Experiential Learning, Place-Based Education, and Education for Sustainable Development—with local cultural, ecological, and institutional realities. Environmental educators consistently emphasized learning-by-doing, contextual engagement, and emotional connection to nature as core principles. However, these principles were operationalized differently depending on institutional settings, target groups, and environmental contexts. Table 2 synthesizes the key pedagogical approaches, program characteristics, and regional variations identified in the analysis. Table 2 Comparative Analysis of Pedagogical Approaches and Program Characteristics Across Initiatives Dimension Pedagogical Approach Key Characteristics Countries/Contexts (Examples) Strengths Limitations Learning Philosophy Experiential Learning Hands-on activities, field immersion, reflective practice Iran, Jordan, UAE, Türkiye Enhances engagement and retention; fosters environmental identity Requires resources, trained facilitators Place-Based Education Focus on local ecosystems, culture, and community knowledge Lebanon, Oman, Egypt, Iran Strengthens local relevance and stewardship May lack scalability across regions Transformative Learning Critical reflection, values-based education, sustainability ethics Türkiye, Qatar, UAE Encourages behavioral change and systems thinking Difficult to assess outcomes Inquiry-Based Learning Problem-solving, observation, and investigation in real environments Jordan, Bahrain, Kuwait Develops critical thinking and scientific literacy Time-intensive; curriculum constraints Learning Settings Natural Environments Deserts, forests, wetlands, coastal areas Oman, Saudi Arabia, UAE, Egypt Direct nature connection; authentic experiences Accessibility, climate constraints Urban Outdoor Spaces Parks, urban green areas, schoolyards Kuwait, Qatar, Iran, Türkiye More accessible; scalable in cities Limited ecological diversity Protected Areas National parks, reserves, biodiversity hotspots Jordan, Lebanon, Iran High ecological value; conservation awareness Regulatory restrictions; logistical barriers Target Groups School Students Primary and secondary education participants UAE, Qatar, Türkiye Early awareness; curriculum linkage Dependent on school systems University Students Field courses, research-based learning Iran, Türkiye, Egypt Integration of theory and practice Limited reach beyond academia Community Members Youth groups, families, local stakeholders Yemen, Iraq, Lebanon Promotes social learning and inclusion Variable participation levels Instructional Methods Guided Fieldwork Facilitated outdoor learning sessions All countries (varied intensity) Structured learning; expert guidance Resource-dependent Eco-Camps and Immersive Programs Multi-day outdoor experiences UAE, Jordan, Oman Deep engagement; transformative potential Costly; limited accessibility Citizen Science Public participation in data collection Iran, Türkiye, Lebanon Empowers learners; contributes to research Requires coordination and training Storytelling and Cultural Narratives Integration of local traditions and knowledge Oman, Egypt, Iran Enhances cultural relevance May be undervalued in formal systems Assessment Approaches Reflective Journals Personal reflection on experiences UAE, Türkiye, Jordan Captures affective learning Subjective; difficult to standardize Project-Based Assessment Environmental projects and presentations Qatar, Iran, Egypt Demonstrates applied knowledge Time and resource intensive Informal Evaluation Observation and feedback Yemen, Iraq, Syria Flexible and context-sensitive Limited comparability Institutional Integration Formal Curriculum Integration Embedded in school subjects UAE, Qatar, Türkiye Institutional legitimacy Bureaucratic constraints Extracurricular Programs Clubs, voluntary activities Lebanon, Jordan, Iran Flexible and innovative Limited continuity NGO-Led Independent Programs Outside formal education systems Yemen, Iraq, Syria High adaptability; reaches marginalized groups Sustainability challenges The comparative analysis highlights several important cross-cutting insights. First, pedagogical hybridity is a defining feature of OE initiatives in the region. Educators rarely rely on a single approach; instead, they combine multiple frameworks to adapt to local constraints and opportunities. For instance, experiential learning is often blended with place-based and culturally grounded methods to enhance both ecological relevance and social acceptance. Second, contextual adaptability emerges as a critical success factor. In resource-rich contexts such as the UAE and Qatar, initiatives tend to incorporate technologically supported and well-funded experiential programs, whereas in conflict-affected or resource-constrained settings such as Yemen, Syria, and Iraq, educators rely more heavily on low-cost, community-driven, and informal approaches. Third, the findings underscore a persistent tension between innovation and institutionalization. While many initiatives demonstrate pedagogical creativity and transformative potential, their integration into formal education systems remains limited. As a result, OE often continues to operate at the margins of mainstream educational practice. Overall, the results suggest that environmental educators in the Middle East are actively developing contextually grounded pedagogical models that challenge conventional, classroom-based education and expand the possibilities for outdoor learning in diverse and often constrained environments. Institutional, Socio-Cultural, and Environmental Barriers and Enabling Factors The analysis revealed that environmental educator initiatives promoting OE across the Middle East are deeply shaped by a complex interplay of institutional structures, socio-cultural dynamics, and environmental conditions. These factors function both as barriers that constrain implementation and as enabling conditions that facilitate innovation and scaling. Importantly, the same factor (e.g., policy frameworks or cultural norms) may act as either a constraint or an opportunity depending on the national and local context. Across the region, a recurring pattern is the tension between structural rigidity and grassroots adaptability. While formal systems often impose limitations, environmental educators actively navigate and reinterpret these constraints, creating adaptive pathways for OE. Table 3 provides a comprehensive synthesis of the key barriers and enabling factors identified in the study. Table 3 Institutional, Socio-Cultural, and Environmental Barriers and Enabling Factors Dimension Factor Description Role (Barrier/Enabler) Countries/Contexts (Examples) Implications for OE Institutional Centralized Education Systems Highly standardized curricula with limited flexibility Barrier Iran, Egypt, Saudi Arabia Restricts integration of outdoor learning into formal education Policy Support for Education for Sustainable Development National strategies promoting sustainability education Enabler UAE, Qatar, Türkiye Provides legitimacy and funding opportunities Lack of Teacher Training Insufficient professional development in outdoor pedagogy Barrier Iraq, Yemen, Syria, Iran Limits quality and scalability of initiatives Institutional Partnerships Collaboration between schools, NGOs, and universities Enabler Jordan, Lebanon, Oman Enhances resource sharing and program sustainability Bureaucratic Constraints Administrative procedures and risk-averse policies Barrier Kuwait, Bahrain, Saudi Arabia Discourages outdoor activities due to liability concerns Socio-Cultural Perceptions of Nature Nature viewed as harsh, risky, or non-educational Barrier Kuwait, Qatar, Saudi Arabia Reduces acceptance of OE Cultural Values and Traditions Integration of local knowledge and heritage Enabler Oman, Iran, Egypt Enhances relevance and engagement Gender Norms Restrictions on participation of girls/women in outdoor settings Barrier Yemen, Iraq, parts of Saudi Arabia Limits inclusivity and access Community Engagement Local participation in program design and delivery Enabler Lebanon, Jordan, Iran Strengthens ownership and sustainability Awareness and Environmental Literacy Public understanding of environmental issues Both All countries (varied levels) Influences demand and support for initiatives Economic Funding Availability Access to financial resources for program implementation Both UAE, Qatar (high); Yemen, Syria (low) Determines scale, quality, and continuity Cost of Participation Expenses related to transport, equipment, and logistics Barrier Egypt, Iraq, Iran Limits access for marginalized groups NGO and Donor Support External funding and project-based initiatives Enabler Jordan, Lebanon, Yemen Supports innovation but may lack continuity Environmental Climate Conditions Extreme heat, aridity, or seasonal variability Barrier Saudi Arabia, Kuwait, UAE Limits frequency and duration of outdoor activities Ecological Diversity Availability of diverse natural environments Enabler Turkey, Iran, Lebanon, Oman Expands learning opportunities Environmental Degradation Pollution, biodiversity loss, degraded ecosystems Both Iran, Iraq, Egypt Reduces quality of learning environments but increases urgency Access to Natural Spaces Availability and proximity of safe outdoor areas Both Urban vs. rural contexts across region Shapes feasibility of outdoor programs Political and Security Conflict and Instability War, displacement, and insecurity Barrier Syria, Yemen, Iraq Severely disrupts educational initiatives Governmental Support Political will for environmental initiatives Enabler UAE, Qatar, Oman Facilitates institutionalization and scaling Regulatory Restrictions Limitations on NGO activities or public gatherings Barrier Iran, Iraq, Egypt Constrains program implementation Pedagogical and Professional Educator Agency Individual motivation and innovation by educators Enabler All countries Drives bottom-up development of initiatives Access to Pedagogical Resources Availability of materials, guides, and tools Both Region-wide (uneven) Influences program quality Professional Networks Regional and international collaboration Enabler Türkiye, UAE, Jordan Facilitates knowledge exchange and capacity building Several key insights emerge from this analysis. First, institutional constraints remain the most persistent barriers, particularly in countries with centralized and exam-oriented education systems. These systems often limit flexibility and discourage risk-taking, making it difficult to embed OE within formal curricula. Second, socio-cultural dynamics play a decisive role in shaping both the acceptance and design of OE initiatives. In contexts where nature is culturally valued and integrated into local traditions, educators are better able to develop meaningful and contextually relevant programs. Conversely, perceptions of nature as unsafe or non-essential can significantly hinder participation. Third, economic and political inequalities across the region create uneven landscapes of opportunity. While resource-rich countries can invest in large-scale and technologically advanced programs, resource-constrained or conflict-affected contexts rely more heavily on grassroots, low-cost, and community-driven approaches. Finally, and perhaps most importantly, the findings highlight the critical role of educator agency as a cross-cutting enabling factor. Regardless of structural limitations, committed environmental educators act as key change agents, leveraging available resources, building partnerships, and adapting pedagogical approaches to sustain OE initiatives. Overall, the results underscore that promoting OE in the Middle East requires not only pedagogical innovation but also systemic attention to institutional reform, cultural engagement, and contextual resilience. Pathways for Scaling, Sustainability, and Transformative Impact The final part of the analysis moves beyond description toward identifying emergent pathways through which environmental educator initiatives can achieve greater scale, sustainability, and transformative impact across the Middle East. While many initiatives currently operate at localized or pilot levels, the findings reveal a set of strategic patterns that enable certain programs to expand their reach, institutionalize their practices, and influence broader educational and governance systems. A central finding is that successful initiatives tend to adopt multi-level engagement strategies, operating simultaneously across grassroots, institutional, and policy domains. Environmental educators who are able to connect local outdoor learning activities with broader frameworks such as Education for Sustainable Development are more likely to secure legitimacy, funding, and long-term support. In countries such as the United Arab Emirates, Qatar, and Türkiye, initiatives aligned with national sustainability agendas have demonstrated greater continuity and visibility compared to isolated, project-based efforts. Another key pathway involves the institutional embedding of OE within formal education systems. Although many initiatives originate outside schools, their long-term sustainability often depends on integration into curricula, teacher training programs, and assessment frameworks. This process, however, is neither linear nor uniform. In several cases, educators have adopted incremental strategies—such as introducing extracurricular nature clubs or pilot field-based modules—that gradually build institutional acceptance. Over time, these entry points can evolve into more formalized programs, particularly when supported by policy reforms or ministerial endorsement. The findings also highlight the importance of capacity building and professionalization of environmental educators. Initiatives that invest in training, mentorship, and the development of pedagogical resources are better positioned to scale and replicate. The absence of standardized training in OE remains a major constraint across the region; however, emerging professional networks and collaborations are beginning to address this gap. These efforts contribute to the diffusion of innovative practices grounded in Experiential Learning and Place-Based Education, while also fostering a shared identity among practitioners. A further pathway concerns the role of community engagement and social learning processes. Initiatives that actively involve local communities—not merely as participants but as co-creators of knowledge—demonstrate higher levels of resilience and contextual relevance. In countries facing socio-political instability, such as Iraq, Yemen, and Syria, community-based models have proven particularly effective in sustaining OE under constrained conditions. These approaches shift the focus from individual learning outcomes to collective capacities for environmental stewardship and adaptation. Digital technologies and hybrid learning models also emerged as complementary enablers of scaling. While OE is inherently place-based, several initiatives have incorporated digital tools to extend learning beyond physical sites, facilitate coordination, and document environmental data. This is especially evident in higher-income contexts, where technology enhances program reach and visibility. However, the findings caution against over-reliance on digitalization, emphasizing that it should support—not replace—direct engagement with nature. Despite these enabling pathways, the analysis underscores persistent challenges related to program continuity and long-term impact. Many initiatives remain dependent on short-term funding cycles, individual leadership, or external donor support, making them vulnerable to disruption. Scaling, therefore, is not merely a matter of expansion but requires institutionalization, policy alignment, and cultural normalization of OE practices. Importantly, the results suggest that the transformative potential of these initiatives lies not only in their educational outcomes but also in their capacity to reconfigure human–nature relationships and challenge dominant development paradigms. By fostering ecological awareness, emotional connection, and critical reflection, OE initiatives contribute to broader processes of social and environmental transformation. In this sense, environmental educators act not only as facilitators of learning but as agents of change operating at the intersection of education, society, and sustainability governance. In conclusion, the findings indicate that scaling OE in the Middle East requires a systemic and context-sensitive approach, integrating pedagogical innovation with institutional reform, community engagement, and policy support. The pathways identified in this study provide a foundation for moving from fragmented, localized initiatives toward more coherent and transformative educational landscapes across the region. Discussion This study set out to examine environmental educator initiatives aimed at promoting OE across diverse Middle Eastern contexts. The findings reveal a dynamic yet uneven landscape characterized by pedagogical innovation, institutional constraints, and context-specific adaptations. In this discussion, we interpret these findings in relation to existing literature and broader theoretical frameworks, highlighting key contributions and implications. A central insight emerging from the results is the hybrid and adaptive nature of OE practices in the region. Environmental educators rarely implement standardized models; instead, they selectively combine elements of Experiential Learning, Place-Based Education, and Education for Sustainable Development to create contextually grounded approaches. This hybridity reflects what can be understood as a process of pedagogical localization, where global educational paradigms are reinterpreted through local ecological, cultural, and institutional lenses. Such findings challenge the implicit assumption—common in much of the OE literature (Fang et al., 2023 ; Palmer, 2002 )—that successful models can be easily transferred across contexts. Instead, they reinforce calls for more context-sensitive and culturally embedded approaches to environmental education. At the same time, the results underscore a persistent marginalization of OE within formal education systems. Despite growing recognition of its benefits, OE in many Middle Eastern countries remains peripheral, often confined to extracurricular activities or NGO-led initiatives. This aligns with broader critiques of education systems in the region as being highly centralized, exam-oriented, and resistant to pedagogical innovation. The tension identified in this study between innovation and institutionalization is particularly important: while grassroots initiatives demonstrate creativity and transformative potential, their long-term impact is limited without structural integration. These finding echoes international research emphasizing that sustainable educational change requires alignment between policy frameworks, curriculum design, and teacher training systems (Ferreira, 2020 ; Higgins & Kirk, 2006 ; Migliorini et al., 2025 ‏). Another important contribution of this study, in line with the previous research results (Akyüz & Erdemir, 2026 ; Hyndman & Cruickshank, 2025 ; Li et al., 2026 ; Rofi’ah, 2025 ), lies in its identification of environmental educators as key agents of change. Across all contexts, individual educators play a pivotal role in initiating, adapting, and sustaining OE initiatives, often in the absence of strong institutional support. This highlights the significance of educator agency as a driving force in educational transformation. However, reliance on individual commitment also exposes a structural vulnerability: initiatives may remain fragile and difficult to scale if they are not supported by broader institutional and professional infrastructures. Strengthening educator capacity through training, networks, and resource development therefore emerges as a critical priority. The findings also draw attention to the socio-cultural dimensions of OE, which are often underexplored in the literature in comparison with its’ technical aspects (Fang et al., 2023 ; Palmer, 2002 ). Perceptions of nature, cultural values, and social norms—including gender dynamics—significantly shape both participation and program design. In some contexts, nature is perceived as inhospitable or irrelevant to formal learning, creating barriers to outdoor engagement. In others, cultural traditions and local ecological knowledge serve as powerful enablers, enhancing the relevance and acceptance of OE. These insights suggest that promoting OE in the Middle East requires not only pedagogical innovation but also cultural negotiation and social engagement, aligning educational practices with local values and lived experiences. The study further highlights structural inequalities across the region, particularly in terms of economic resources and political stability. Resource-rich countries such as those in the Persian Gulf are better positioned to develop well-funded and technologically supported programs, while conflict-affected or economically constrained contexts rely on low-cost, community-driven approaches. Importantly, however, the findings indicate that innovation is not solely dependent on resources; in many cases, constraints have led to the emergence of highly adaptive and resilient models of OE. This supports the argument that scarcity can foster creativity, particularly when combined with strong community engagement and educator commitment (Karagiannis, 2025 ). From a theoretical perspective, the results contribute to ongoing discussions surrounding transformative approaches in environmental education, as OE initiatives in the region demonstrate elements of transformative learning particularly in their emphasis on critical reflection, emotional engagement, and behavioral change; however, their transformative potential extends beyond individual learners to encompass broader social and institutional dynamics, and by fostering new relationships between people and nature while challenging dominant educational practices, these initiatives can be understood as part of a wider process of transformative environmental governance—a perspective that aligns with emerging interdisciplinary scholarship. Nevertheless, several challenges remain, as the lack of systematic evaluation mechanisms makes it difficult to assess the long-term impact of many initiatives, and additionally, the fragmentation of efforts across countries and sectors limits opportunities for knowledge sharing and regional collaboration, requiring the development of integrated frameworks for monitoring, evaluation, and cross-context learning, as well as stronger regional networks of practitioners and researchers to address these gaps. In sum, this study demonstrates that environmental educator initiatives in the Middle East are actively redefining the possibilities of OE under diverse and often constrained conditions, and while significant barriers persist, the emergence of hybrid pedagogies, community-based models, and multi-level engagement strategies points toward promising pathways for scaling and transformation, suggesting that future research should build on these insights by exploring longitudinal impacts, comparative policy frameworks, and the role of regional collaboration in advancing OE as a key component of sustainability transitions. Conclusion This study examined environmental educator initiatives promoting OE across a diverse range of Middle Eastern countries, revealing a complex yet promising landscape shaped by innovation, constraint, and contextual adaptation. The findings demonstrate that OE in the region is largely driven by bottom-up efforts, with environmental educators emerging as key agents of change. These educators design and implement context-sensitive programs that respond to local ecological, cultural, and institutional realities, often innovating within rigid or centralized education systems. Despite these challenges, initiatives have successfully introduced experiential, place-based, and community-oriented learning approaches, frequently aligned with broader frameworks such as Education for Sustainable Development. Yet, OE largely remains marginal to formal curricula, limiting its scalability and long-term impact. Persistent barriers—including limited policy support, lack of professional training, socio-cultural constraints, and environmental challenges—continue to shape the effectiveness and reach of these programs. At the same time, the study highlights the emergence of adaptive and hybrid pedagogical models, reflecting a process of localization that challenges one-size-fits-all approaches to environmental education. These findings underscore that OE should be understood not merely as a pedagogical technique but as a contextually embedded and transformative practice, capable of fostering environmental stewardship and contributing to broader sustainability transitions. Based on the findings, several key strategies can support the advancement of OE in the Middle East. First, there is a pressing need for institutional integration, whereby ministries of education and relevant authorities embed OE within formal curricula rather than relegating it to extracurricular activities. Aligning outdoor learning with national education standards and sustainability goals can enhance its legitimacy and impact. Second, capacity building and professional development are critical. Structured training programs in outdoor pedagogy, grounded in Experiential Learning and Place-Based Education, alongside certification and continuous professional development pathways, can strengthen the quality and consistency of initiatives across countries. Third, fostering institutional and cross-sectoral partnerships is essential. Collaboration between schools, universities, NGOs, and government agencies can support resource sharing, program development, and scaling, bridging the gap between grassroots innovation and formal institutional support. Fourth, programs must prioritize cultural contextualization and inclusivity, designing initiatives that respect local traditions and social norms while addressing gender disparities and other access barriers. Encouraging community participation in program design and implementation further enhances local ownership, relevance, and sustainability, particularly in resource-constrained or conflict-affected contexts. Fifth, the establishment of sustainable funding mechanisms is necessary to reduce reliance on short-term, project-based financing and ensure continuity and long-term impact. Complementing these efforts, the strategic use of technology can support OE, providing tools for data collection, communication, and program scaling, while preserving the centrality of direct engagement with natural environments. In conclusion, advancing OE in the Middle East requires a systemic, multi-level, and contextually grounded approach. By integrating pedagogical innovation, institutional reform, cultural sensitivity, and sustained investment, stakeholders can foster inclusive, resilient, and transformative environmental education systems, capable of addressing the region’s pressing sustainability challenges and nurturing environmentally responsible citizens. Future Directions This study highlights several avenues for advancing both research and practice in OE across the Middle East. First, there is a clear need for longitudinal research to examine the enduring cognitive, behavioral, and emotional impacts of OE initiatives. Such studies would provide critical insights into how participation shapes environmental attitudes, sustainability practices, and long-term engagement with ecological issues over time. Second, comparative policy analysis offers a valuable pathway for understanding how different national frameworks influence the development, institutionalization, and scaling of OE initiatives. By analyzing policy environments across multiple countries, researchers can identify enabling conditions, barriers, and best practices that support effective integration of outdoor learning into formal and informal education systems. Third, the design and implementation of robust, context-sensitive evaluation frameworks is essential. Tailored tools for monitoring and assessing program effectiveness would allow educators and policymakers to systematically track learning outcomes, program sustainability, and community impact, thereby informing evidence-based decisions and improvements. Fourth, fostering regional knowledge networks could significantly enhance collaboration and learning across the Middle East. Platforms for sharing experiences, challenges, and innovations would facilitate cross-country dialogue, strengthen practitioner capacity, and contribute to a more cohesive and strategic approach to promoting OE in the region. Fifth, further research should explore the transformative potential of OE, particularly its role in fostering environmental citizenship and systemic change at individual, community, and societal levels. Investigating these transformative learning outcomes would provide valuable evidence for designing programs that not only enhance knowledge but also motivate pro-environmental action and behavioral change. Finally, greater attention must be given to under-researched contexts, including countries and communities affected by conflict, political instability, or socio-economic marginalization. Understanding how OE can be adapted and sustained in these settings is critical for ensuring inclusivity and equity across the region. In summary, advancing OE in the Middle East requires a systemic, multi-level, and contextually grounded approach that combines pedagogical innovation with institutional reform, cultural engagement, and sustained investment. By building on the initiatives and pathways identified in this study, stakeholders can work toward more inclusive, resilient, and transformative environmental education systems, capable of addressing the region’s pressing sustainability challenges and fostering long-term ecological stewardship. Declarations Ethics approval Ethics approval (2026/ETH15897474) was granted by the XX. Consent to participate All participants read and signed a written informed consent form prior to data collection. Consent for publication Each participant signed a consent form that detailed the intent to publish findings from the collected data. Clinical trial statement Clinical trial number: not applicable. Human Ethics and Consent declaration All participants provided written informed consent. Ethics approval was obtained from the XX (2026/ETH15897474). Funding The present research did not receive any financial support. Author Contribution A.B. conceptualized the study, conducted the fieldwork, and led the data analysis and manuscript writing. M.A. contributed to the methodological design, supervised the analysis, and provided critical revisions. Both authors reviewed and approved the final manuscript. Acknowledgement The authors would like to acknowledge the knowledge and experiences of the participants in this research. Data Availability The datasets generated during and/or analyzed during the current study are available from the corresponding author upon reasonable request. References Akyüz, H. İ., & Erdemir, M. (2026). From Scenario to Action: The Disconnect in Prospective Teachers’ Sustainability Competencies. Sustainability , 18 (6), 2990. https://doi.org/10.3390/su18062990 Azevedo, N. H., O’Neill, D., Kelly, R., & McCormack, O. (2026). From scientific literacy to scientific citizenship: exploring education outside the classroom education for youth initiatives. Journal of Outdoor and Environmental Education , 1–28. https://doi.org/10.1007/s42322-025-00238-z Bibi, S., Nousheen, A., & Siddiquah, A. (2026). Effect of an environmental education course on prospective teachers’ pro-environmental behavior: a study in education for sustainable development perspective. International Journal of Sustainability in Higher Education , 27 (1), 220–236. https://doi.org/10.1108/IJSHE-09-2023-0422 Boroumand, A., & Amiri, M. J. (2024). Presenting the conceptual schema of sensory environmental education (SEE): an approach towards sustainability. Journal of Environmental Studies , 50 (2), 237–261. https://doi.org/10.22059/jes.2024.365051.1008444 Boroumand, A., Amiri, M. J., & Faryadi, S. (2026). An Analysis of Eco-Emotions Among Iranian Students in Environmental Education. International Journal of Environmental Research , 20 (1), 54. https://doi.org/10.1007/s41742-025-01001-4 Činčera, J., Johnson, B., Kroufek, R., & Šimonová, P. (2020). Values Education in outdoor Environmental Education programs from the perspective of practitioners. Sustainability , 12 (11), 4700. https://doi.org/10.3390/su12114700 Dabaja, Z. F., & Nicolas, L. (2025). Forest and nature school in France: an explorative survey study. Journal of Outdoor and Environmental Education , 1–18. https://doi.org/10.1007/s42322-025-00228-1 Fang, W. T., Hassan, A. A., & LePage, B. A. (2023). The living environmental education: Sound science toward a cleaner, safer, and healthier future. Springer Nature , 279. https://doi.org/10.1007/978-981-19-4234-1 Ferreira, J. G. (2020). Student perceptions of a place-based outdoor environmental education initiative: A case study of the Kids in Parks program. Applied Environmental Education & Communication , 19 (1), 19–28. https://doi.org/10.1080/1533015X.2018.1489317 Fortunato, I., Mena, J., & Vatter, C. (2026). From an intercultural approach to environmental education to 2030 Agenda: Exploring teachers’ role. Intercultural Education , 37 (1), 39–55. https://doi.org/10.1080/14675986.2025.2535074 Higgins, P., & Kirk, G. (2006). Sustainability education in Scotland: The impact of national and international initiatives on teacher education and outdoor education. Journal of Geography in Higher Education , 30 (2), 313–326. https://doi.org/10.1080/03098260600717414 Hurst, S., Richardson, J., Gleddie, D. L., Sulz, L. D., & Morrison, H. (2026). Embracing nature’s classroom: Understanding educators’ intrinsic motivation for outdoor learning and play through self-study. Journal of Outdoor and Environmental Education , 1–19. https://doi.org/10.1007/s42322-025-00235-2 Hyndman, B., & Cruickshank, V. (2025). Hooks, lines & thinkers: teachers’ perceptions for the prioritisation of outdoor play. Journal of Outdoor and Environmental Education , 1–21. https://doi.org/10.1007/s42322-025-00230-7 Karagiannis, E. (2025). The Rise of Environmentalism in the Shiʿi World: Evidence from Iran, Lebanon, and Yemen. The Review of Faith & International Affairs , 23 (2), 50–63. https://doi.org/10.1080/15570274.2024.2434421 Li, M., Wu, M., Shan, X., & Chen, X. (2026). Teacher Empowerment and Governance Pathways for Climate-Resilient Education Systems. Sustainability , 18 (6), 3057. https://doi.org/10.3390/su18063057 Migliorini, L., Olcese, M., Cardinali, P., & Madera, F. (2025). Exploring outdoor initiatives as tools for youth engagement, inclusion, and environmental awareness: a multi-case study from Italy and France. Children and Youth Services Review , 108659. https://doi.org/10.1016/j.childyouth.2025.108659 Nair, K. J., H., & Chithra, G. K. (2025). December). A psycho-emotional framework for environmental education: integrating ecopsychology, eco-emotions, and eco-narratives. In Frontiers in Education . Frontiers Media SA , 10 , 1657999. https://doi.org/10.3389/feduc.2025.1657999 Onyeaka, H., & Akinsemolu, A. A. (2025). Advancing green education in MENA region: Challenges, opportunities and best practices. Sustainable Development , 33 (1), 1354–1365. https://doi.org/10.1002/sd.3182 Palmer, J. (2002). Environmental education in the 21st century: Theory, practice, progress and promise . Routledge. https://doi.org/10.4324/9780203012659 Pihkala, P. (2020). Eco-anxiety and environmental education. Sustainability , 12 (23), 10149. https://doi.org/10.3390/su122310149 Rofi’ah, E. A. (2025). Teachers as Change Agents: Pedagogical Competencies for Environmental Awareness. Giyat: Education Science , 2 (2), 9–18. https://ejournal.ukanus.id/index.php/giyat/article/view/7 Schnekser, B., & Riley, M. (2026). The Factors that Influence Pre-Service Teachers’ Decision to Utilize School-Based Outdoor Experiential Education: A Systematic Review. Journal of Experiential Education . https://doi.org/10.1177/10538259261423500 Shin, S., & van Riper, C. J. (2025). Childhood Outdoor Recreation and Environmental Education Shape Pro-Environmental Behavior Among Adults: A Study of Residents in Illinois. USA Society & Natural Resources , 38 (6), 563–586. https://doi.org/10.1080/08941920.2024.2449048 Additional Declarations No competing interests reported. Supplementary Files Appendix1InterviewForm.docx Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-9296720","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":620031992,"identity":"98480ad6-c072-4b02-99bd-b3212b91d4a7","order_by":0,"name":"Amirali Boroumand","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABAklEQVRIiWNgGAWjYFACxgYGhgIJBgO4wPEGCM2GV4sBspYzBxgb8GsBAQMGJC03Ehgb8Cnmn3a47cMPAwsGc/beh495c+zy+G6+MX/AUGPHwCd9AKsWiduJzTN7gA6z7DlubMy7LblY8naOYQPDsWQGNr4E7NYAtTDwgPxyI41Nmncbc+IGsBa2AwxsPNh1yAO1MP5BaKlP3HDzDFDLP9xaDIBamJFsOZy44QaPYQNjG24thiAtMgYSPJY9x5gN5247njjzTFrhjMS+ZB5cWuRupz9mfFNRJ2fO3sb44O226sS+44c3fPjwzU5Ovge7FhhAMzEBQ2QUjIJRMApGASkAAHdRVdzI1ZoOAAAAAElFTkSuQmCC","orcid":"","institution":"University of Tehran","correspondingAuthor":true,"prefix":"","firstName":"Amirali","middleName":"","lastName":"Boroumand","suffix":""},{"id":620031993,"identity":"dc0d7f07-c8b5-4d73-a862-36df058515c1","order_by":1,"name":"Mohammad Javad Amiri","email":"","orcid":"","institution":"University of Tehran","correspondingAuthor":false,"prefix":"","firstName":"Mohammad","middleName":"Javad","lastName":"Amiri","suffix":""}],"badges":[],"createdAt":"2026-04-02 01:23:24","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-9296720/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-9296720/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":107758873,"identity":"588d82da-8228-4a11-ae17-6679c1af169c","added_by":"auto","created_at":"2026-04-24 20:29:04","extension":"jpg","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":5725805,"visible":true,"origin":"","legend":"\u003cp\u003eMethodological workflow of the study on environmental educator initiatives promoting outdoor education (OE) in the Middle East.\u003c/p\u003e","description":"","filename":"researchprotocol.jpg","url":"https://assets-eu.researchsquare.com/files/rs-9296720/v1/0d512bd341b22aaf38794b74.jpg"},{"id":107869260,"identity":"47591484-9432-4285-a7ed-046babe5ce25","added_by":"auto","created_at":"2026-04-27 07:36:39","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":6233902,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-9296720/v1/406275b3-6070-4a07-af6a-0a86f783ebf3.pdf"},{"id":107758872,"identity":"67706704-8a43-4fdb-b1f6-cc7e2c4dc236","added_by":"auto","created_at":"2026-04-24 20:29:04","extension":"docx","order_by":0,"title":"","display":"","copyAsset":false,"role":"supplement","size":24713,"visible":true,"origin":"","legend":"","description":"","filename":"Appendix1InterviewForm.docx","url":"https://assets-eu.researchsquare.com/files/rs-9296720/v1/32c6105588369b6c963f3176.docx"}],"financialInterests":"No competing interests reported.","formattedTitle":"Environmental educator initiatives to promote outdoor education in middle east","fulltext":[{"header":"Introduction","content":"\u003cp\u003eEnvironmental education has increasingly been recognized as a critical pathway for fostering ecological awareness, pro-environmental behavior, and sustainability-oriented citizenship in the face of accelerating global environmental change (Bibi et al., \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2026\u003c/span\u003e; Fortunato et al., \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2026\u003c/span\u003e\u0026rlm;). Within this field, Outdoor Education (OE) occupies a particularly important role by providing experiential, place-based, and embodied learning opportunities that connect individuals directly with natural environments (Schnekser \u0026amp; Riley, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2026\u003c/span\u003e\u0026rlm;). Drawing on traditions associated with Environmental Education and Experiential Learning, OE has been shown to enhance not only cognitive understanding of environmental systems but also affective dimensions such as environmental identity, stewardship, and emotional engagement with nature (Hurst et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2026\u003c/span\u003e; Nair KJ \u0026amp; Chithra, 2025; Shin \u0026amp; van Riper, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2025\u003c/span\u003e\u0026rlm;).\u003c/p\u003e \u003cp\u003eDespite its well-documented benefits, the development and institutionalization of OE vary significantly across regions. In the Middle East, environmental challenges\u0026mdash;including water scarcity, biodiversity loss, desertification, and air pollution\u0026mdash;are particularly acute, making the need for effective environmental education strategies especially urgent. However, formal education systems in many countries in the region remain predominantly classroom-based, exam-oriented, and constrained by rigid curricula, leaving limited space for outdoor and experiential approaches. These structural limitations are often compounded by socio-political, cultural, and climatic factors that shape how nature is perceived, accessed, and utilized within educational contexts (Boroumand et al., \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2026\u003c/span\u003e; Onyeaka \u0026amp; Akinsemolu, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2025\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIn response to these constraints, environmental educators in all around the world have increasingly initiated innovative, context-sensitive efforts to promote OE beyond traditional institutional frameworks. These initiatives range from grassroots programs led by non-governmental organizations to hybrid models embedded within schools and universities, often emphasizing community engagement, local ecological knowledge, and culturally relevant pedagogies. Such efforts resonate with broader shifts toward transformative approaches in education, including Education for Sustainable Development, which advocates for participatory, action-oriented, and socially embedded learning processes (Azevedo et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2026\u003c/span\u003e; Boroumand \u0026amp; Amiri, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Fang et al., \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Pihkala, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2020\u003c/span\u003e\u0026rlm;\u0026rlm;).\u003c/p\u003e \u003cp\u003eAt the same time, these initiatives operate within complex governance and policy environments that may either enable or constrain their impact (Činčera et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Dabaja \u0026amp; Nicolas, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Higgins \u0026amp; Kirk, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2006\u003c/span\u003e). Issues such as limited institutional support, lack of trained educators, safety concerns, and insufficient policy integration frequently hinder the scaling and sustainability of OE programs. Moreover, the diversity of political systems, economic conditions, and ecological contexts across the Middle East necessitates a nuanced understanding of how Oe is conceptualized and practiced in different settings.\u003c/p\u003e \u003cp\u003eThis paper seeks to explore and analyze environmental educator-led initiatives aimed at promoting OE in the Middle East. Specifically, it addresses the following questions:\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWhat types of initiatives are being implemented to advance OE in the region?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWhat pedagogical, institutional, and socio-cultural strategies underpin these efforts? And\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWhat barriers and enabling factors influence their effectiveness and scalability?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003cp\u003eBy examining these questions, the study contributes to a growing body of literature that situates OE within diverse cultural and environmental contexts, while also offering insights for policymakers, educators, and practitioners seeking to strengthen environmental learning in the region. Ultimately, by foregrounding the experiences and innovations of environmental educators, this research aims to highlight pathways for expanding OE as a transformative practice capable of addressing both local environmental challenges and broader sustainability goals.\u003c/p\u003e"},{"header":"Method","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eResearch Design\u003c/h2\u003e \u003cp\u003eThis study adopted a qualitative, multi-country exploratory design to investigate environmental educator-led initiatives promoting OE across the Middle East, including Saudi Arabia, Kuwait, Yemen, Oman, Bahrain, Qatar, the United Arab Emirates, Syria, Lebanon, Jordan, Iraq, Iran, T\u0026uuml;rkiye, and Egypt. A qualitative approach was selected for its suitability in capturing context-specific experiences, meanings, and practices associated with OE initiatives in diverse socio-cultural settings. Given the complexity and situated nature of these practices, the study was guided by an interpretivist paradigm, emphasizing the perspectives of practitioners and stakeholders.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eStudy Scope and Sampling\u003c/h3\u003e\n\u003cp\u003eParticipants were selected using a combination of purposeful and snowball sampling to identify individuals with relevant expertise and experience in environmental and OE. Inclusion criteria required participants to have direct involvement in designing, implementing, or evaluating OE initiatives within one or more of the selected countries. Snowball sampling allowed the identification of additional knowledgeable participants through initial contacts, a strategy commonly employed in expert-based qualitative research.\u003c/p\u003e \u003cp\u003eThe participant pool included: Environmental educators and practitioners, NGO representatives and program coordinators, Academic experts in environmental education and Policymakers and curriculum developers (where accessible).\u003c/p\u003e \u003cp\u003eA total of 92 participants were included, reflecting a wide spectrum of professional roles, organizational affiliations, educational backgrounds, and experience levels. This diversity enabled a rich, context-sensitive analysis of OE initiatives across multiple Middle Eastern countries.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eFigure\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e Methodological workflow of the study on environmental educator initiatives promoting outdoor education (OE) in the Middle East.\u003c/p\u003e \u003cp\u003eFigure\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e outlines a multi-phase qualitative research design grounded in an interpretive\u0026ndash;critical paradigm. Phase 1 employs methodological triangulation through literature review and stakeholder interviews (n\u0026thinsp;=\u0026thinsp;92) using qualitative content analysis and critical discourse analysis. Data are drawn from multiple Middle Eastern countries and integrated into a unified qualitative dataset. Phase 2 presents an iterative coding process (open, axial, and selective/thematic coding) leading to the development of core themes. The workflow also highlights procedures for ensuring rigor and trustworthiness, including triangulation, member checking, peer debriefing, and thick description.\u003c/p\u003e\n\u003ch3\u003eParticipant Demographics\u003c/h3\u003e\n\u003cp\u003eParticipants were drawn from four primary sectors: non-governmental organizations (NGOs), schools, universities, and community-based organizations. NGOs represented the largest group, highlighting their pivotal role in promoting OE in contexts with limited formal institutional support. University-affiliated participants were primarily involved in field-based courses, research projects, and capacity-building initiatives. School educators provided insights into curriculum integration and pedagogical challenges, while community leaders emphasized local engagement and inclusivity.\u003c/p\u003e \u003cp\u003eThe participants\u0026rsquo; demographic characteristics reflect the socio-cultural diversity of the Middle East and the varied professional pathways through which OE initiatives emerge. Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e presents a detailed overview of participant demographics, including gender, age, education level, organizational affiliation, years of experience, and country representation.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eParticipant Demographics\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDemographic Element\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCategory\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eFrequency (n\u0026thinsp;=\u0026thinsp;92)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePercentage (%)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eNotes / Observations\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e34\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e37%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eHigher representation in NGOs and schools; cultural norms influenced participation in some countries (e.g., Yemen, Saudi Arabia).\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e58\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e63%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003ePredominantly in NGOs, universities, and government-affiliated initiatives.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003eAge Group\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e21\u0026ndash;30 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e20%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eEarly-career educators and students involved in field-based projects.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e31\u0026ndash;40 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e35\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e38%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eMid-career professionals, majority NGO and school educators.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e41\u0026ndash;50 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e28%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eSenior educators, university faculty, and program managers.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e51\u0026thinsp;+\u0026thinsp;years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e14%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eExperienced leaders, often founding or coordinating long-term initiatives.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eEducation Level\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBachelor\u0026rsquo;s degree\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e24%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eMostly school educators and NGO practitioners.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMaster\u0026rsquo;s degree\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e47\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e51%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003ePredominantly university-affiliated participants and NGO program leaders.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDoctoral degree\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e25%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eSenior researchers and university faculty leading higher education initiatives.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003eOrganizational Affiliation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNGO / Civil Society\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e42%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eLargest sector; adaptive and flexible programs in diverse contexts.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSchool / K\u0026ndash;12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e23%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eImplementation-focused participants; insights on curriculum integration.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eUniversity / Higher Education\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e26%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eInvolvement in research, field courses, and community engagement programs.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCommunity-Based / Informal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e9%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eOften volunteer-driven, targeting youth and marginalized groups.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003eYears of Experience in OE\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026lt;\u0026thinsp;5 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e18%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eNew initiatives or emerging programs, often student-led.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e5\u0026ndash;10 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e34\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e37%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eGrowing programmatic experience, establishment of local networks.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e11\u0026ndash;20 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e28\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e30%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eLong-term practitioners; program sustainability focus.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e21\u0026thinsp;+\u0026thinsp;years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e15%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eVeteran educators; leadership and mentoring roles.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"13\" rowspan=\"14\"\u003e \u003cp\u003eCountry Representation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSaudi Arabia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e8%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eMix of NGO and school-based initiatives.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eKuwait\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003ePrimarily school educators and small NGO projects.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYemen\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eConflict-affected areas; community-driven approaches dominate.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOman\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e5%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eFocus on culturally grounded, place-based programs.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBahrain\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eLimited number of programs; small NGO initiatives.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eQatar\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e7%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eResource-rich, government-supported programs.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eUnited Arab Emirates\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e9%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eTechnologically supported, curriculum-integrated initiatives.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSyria\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eConflict-constrained, grassroots community programs.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLebanon\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e7%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eNGOs and university-led initiatives; strong cultural integration.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eJordan\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e8%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eBalanced mix of NGOs, schools, and community projects.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIraq\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eInformal and NGO-led initiatives under challenging conditions.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIran\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e13%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eUniversities and NGOs; place-based and experiential learning prominent.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eT\u0026uuml;rkiye\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e11%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eStructured university-led programs; policy alignment emerging.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEgypt\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e7%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eMix of school-based and community-focused initiatives.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe demographic data highlight significant diversity in professional roles, experience, and educational backgrounds, reflecting the pluralistic nature of OE in the Middle East. While the majority of participants are mid-career professionals with Master\u0026rsquo;s degrees, the sample also includes early-career educators, veteran leaders, and community-based facilitators. Gender distribution reflects broader regional patterns, with women underrepresented in some countries due to socio-cultural constraints, yet playing a central role in NGOs and school-based initiatives.\u003c/p\u003e \u003cp\u003eThis diversity provides a rich foundation for analyzing variations in program design, pedagogical strategies, and adaptive responses to institutional, socio-cultural, and environmental challenges across the region. It also underscores the critical importance of cross-sector collaboration and educator networks in sustaining and scaling OE initiatives.\u003c/p\u003e\n\u003ch3\u003eData Collection and analysis\u003c/h3\u003e\n\u003cp\u003eData collection in this study followed a multi-method, triangulated approach to capture the complexity of environmental educator initiatives across diverse Middle Eastern contexts. In-depth, semi-structured interviews formed the primary data source, enabling participants to describe the objectives, design, pedagogical strategies, challenges, and contextual adaptations of their initiatives. This format provided sufficient flexibility to explore country-specific experiences while maintaining consistency in the topics addressed across cases.\u003c/p\u003e \u003cp\u003eIn addition to interviews, a comprehensive review of documents and programs was conducted. This included program descriptions, NGO reports, policy documents, and educational curricula, which were analyzed to triangulate interview findings and identify patterns in initiative design, implementation, and reported outcomes. Where feasible, supplementary observations, either virtual or in-person, were carried out to capture the real-time dynamics of outdoor learning, the use of pedagogical tools, and the structure of learning environments. By combining these data sources, the study ensured a robust and credible understanding of practices and experiences across varied institutional, cultural, and socio-political settings.\u003c/p\u003e \u003cp\u003eData analysis was conducted using qualitative content analysis and thematic analysis, with coding carried out inductively to identify recurring concepts, categories, and patterns. The analysis unfolded in three stages. First, open coding facilitated the identification of initial concepts and emergent categories. Next, axial coding grouped these codes into broader thematic clusters reflecting program models, pedagogical strategies, and contextual factors. Finally, selective coding integrated the thematic clusters into a coherent analytical framework, enabling a nuanced understanding of the interplay between initiative types, teaching approaches, institutional contexts, and enabling or constraining factors.\u003c/p\u003e \u003cp\u003eThe analysis focused on several key dimensions: the types of initiatives and program models, pedagogical strategies such as experiential and place-based learning, the influence of institutional and socio-cultural contexts, and the barriers and enabling factors shaping program implementation and sustainability.\u003c/p\u003e\n\u003ch3\u003eTrustworthiness and Rigor\u003c/h3\u003e\n\u003cp\u003eMethodological rigor was ensured through a combination of established qualitative strategies. Triangulation of data sources\u0026mdash;interviews, documents, and observations\u0026mdash;enhanced the credibility of findings. Member checking allowed selected participants to review and validate interpretations, ensuring that the analysis accurately reflected their perspectives. Additionally, peer debriefing was employed to refine coding and thematic structures, while thick description provided rich contextual detail to enhance the transferability of findings across different Middle Eastern contexts. These strategies collectively ensured that the study adhered to high standards of qualitative research rigor and reliability.\u003c/p\u003e \u003cp\u003eThis integrated methodology, combined with comprehensive participant demographic data, allows for a comparative, context-sensitive analysis of environmental educator initiatives across the Middle East, capturing both regional patterns and country-specific dynamics in promoting OE.\u003c/p\u003e"},{"header":"Results","content":"\u003cdiv id=\"Sec9\" class=\"Section2\"\u003e \u003ch2\u003eTypology of Environmental Educator Initiatives Promoting OE\u003c/h2\u003e \u003cp\u003eThe analysis revealed a diverse and context-sensitive landscape of environmental educator-led initiatives promoting OE across the selected Middle Eastern countries. Despite significant variation in political, ecological, and institutional contexts, the findings indicate that these initiatives can be categorized into four primary types: (1) non-governmental and grassroots programs, (2) school-integrated initiatives, (3) higher education and research-based programs, and (4) hybrid and informal community-based models.\u003c/p\u003e \u003cp\u003eNon-governmental and grassroots initiatives emerged as the most prominent and flexible form across the region. Environmental educators working within NGOs and civil society organizations have developed programs that emphasize experiential, place-based learning in natural and semi-natural environments such as deserts, coastal zones, and protected areas. These initiatives often operate outside rigid formal education systems, allowing educators to experiment with innovative pedagogies rooted in Experiential Learning and Place-Based Education. In countries such as Jordan, Lebanon, and Iran, these programs frequently incorporate local ecological knowledge and community participation, fostering stronger connections between learners and their immediate environments.\u003c/p\u003e \u003cp\u003eSchool-integrated initiatives represent a second category, where OE is embedded\u0026mdash;either formally or informally\u0026mdash;within primary and secondary education systems. In countries such as the United Arab Emirates, Qatar, and T\u0026uuml;rkiye, some schools have begun to integrate outdoor activities, field visits, and environmental projects into their curricula. However, these efforts are often dependent on individual educators or institutional champions rather than systemic policy frameworks. As a result, implementation remains uneven, with many programs constrained by standardized curricula, safety concerns, and limited institutional support.\u003c/p\u003e \u003cp\u003eThe third category, higher education and research-based initiatives, includes programs developed within universities and academic institutions. These initiatives often combine teaching, research, and community engagement, aligning OE with broader frameworks such as Education for Sustainable Development. In countries such as Iran and T\u0026uuml;rkiye, university-led projects frequently involve field-based courses, environmental monitoring activities, and student-led sustainability initiatives. These programs tend to be more structured and theoretically grounded but may face challenges in scaling beyond academic settings.\u003c/p\u003e \u003cp\u003eFinally, hybrid and informal community-based models were identified as an emerging and adaptive form of initiative. These models blend elements of formal education, NGO programming, and community engagement, often targeting diverse audiences including youth, families, and local stakeholders. Examples include eco-camps, nature clubs, and citizen science projects that create inclusive learning environments beyond traditional classrooms. Such initiatives are particularly visible in contexts where formal educational systems are constrained by conflict or limited resources, such as in parts of Yemen, Syria, and Iraq.\u003c/p\u003e \u003cp\u003eAcross all four types, a common pattern is the central role of environmental educators as agents of innovation and mediation, navigating institutional constraints while adapting OE practices to local socio-cultural and ecological conditions. Rather than replicating models from Western contexts, these educators actively reinterpret and localize OE, resulting in a dynamic and pluralistic landscape of initiatives across the Middle East.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003ePedagogical Approaches and Program Characteristics of OE Initiatives\u003c/h3\u003e\n\u003cp\u003eThe findings indicate that environmental educator initiatives across the Middle East are not only diverse in structure but also in their pedagogical orientations, learning goals, and implementation strategies. Despite contextual differences, a set of recurring pedagogical patterns emerged, reflecting a hybridization of global educational frameworks\u0026mdash;such as Experiential Learning, Place-Based Education, and Education for Sustainable Development\u0026mdash;with local cultural, ecological, and institutional realities.\u003c/p\u003e \u003cp\u003eEnvironmental educators consistently emphasized learning-by-doing, contextual engagement, and emotional connection to nature as core principles. However, these principles were operationalized differently depending on institutional settings, target groups, and environmental contexts. Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e synthesizes the key pedagogical approaches, program characteristics, and regional variations identified in the analysis.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eComparative Analysis of Pedagogical Approaches and Program Characteristics Across Initiatives\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDimension\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePedagogical Approach\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eKey Characteristics\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eCountries/Contexts (Examples)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eStrengths\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eLimitations\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eLearning Philosophy\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eExperiential Learning\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eHands-on activities, field immersion, reflective practice\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eIran, Jordan, UAE, T\u0026uuml;rkiye\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eEnhances engagement and retention; fosters environmental identity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eRequires resources, trained facilitators\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePlace-Based Education\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eFocus on local ecosystems, culture, and community knowledge\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eLebanon, Oman, Egypt, Iran\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eStrengthens local relevance and stewardship\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMay lack scalability across regions\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTransformative Learning\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eCritical reflection, values-based education, sustainability ethics\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eT\u0026uuml;rkiye, Qatar, UAE\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eEncourages behavioral change and systems thinking\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eDifficult to assess outcomes\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eInquiry-Based Learning\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eProblem-solving, observation, and investigation in real environments\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eJordan, Bahrain, Kuwait\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eDevelops critical thinking and scientific literacy\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eTime-intensive; curriculum constraints\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eLearning Settings\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNatural Environments\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eDeserts, forests, wetlands, coastal areas\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eOman, Saudi Arabia, UAE, Egypt\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eDirect nature connection; authentic experiences\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eAccessibility, climate constraints\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eUrban Outdoor Spaces\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eParks, urban green areas, schoolyards\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eKuwait, Qatar, Iran, T\u0026uuml;rkiye\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eMore accessible; scalable in cities\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eLimited ecological diversity\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eProtected Areas\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNational parks, reserves, biodiversity hotspots\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eJordan, Lebanon, Iran\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eHigh ecological value; conservation awareness\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eRegulatory restrictions; logistical barriers\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eTarget Groups\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSchool Students\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePrimary and secondary education participants\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eUAE, Qatar, T\u0026uuml;rkiye\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eEarly awareness; curriculum linkage\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eDependent on school systems\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eUniversity Students\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eField courses, research-based learning\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eIran, T\u0026uuml;rkiye, Egypt\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIntegration of theory and practice\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eLimited reach beyond academia\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCommunity Members\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eYouth groups, families, local stakeholders\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eYemen, Iraq, Lebanon\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003ePromotes social learning and inclusion\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eVariable participation levels\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003eInstructional Methods\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGuided Fieldwork\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eFacilitated outdoor learning sessions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAll countries (varied intensity)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eStructured learning; expert guidance\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eResource-dependent\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEco-Camps and Immersive Programs\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMulti-day outdoor experiences\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eUAE, Jordan, Oman\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eDeep engagement; transformative potential\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eCostly; limited accessibility\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCitizen Science\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePublic participation in data collection\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eIran, T\u0026uuml;rkiye, Lebanon\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eEmpowers learners; contributes to research\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eRequires coordination and training\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eStorytelling and Cultural Narratives\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eIntegration of local traditions and knowledge\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eOman, Egypt, Iran\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eEnhances cultural relevance\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMay be undervalued in formal systems\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eAssessment Approaches\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eReflective Journals\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePersonal reflection on experiences\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eUAE, T\u0026uuml;rkiye, Jordan\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eCaptures affective learning\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eSubjective; difficult to standardize\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eProject-Based Assessment\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eEnvironmental projects and presentations\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQatar, Iran, Egypt\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eDemonstrates applied knowledge\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eTime and resource intensive\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eInformal Evaluation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eObservation and feedback\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eYemen, Iraq, Syria\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eFlexible and context-sensitive\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eLimited comparability\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eInstitutional Integration\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFormal Curriculum Integration\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eEmbedded in school subjects\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eUAE, Qatar, T\u0026uuml;rkiye\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eInstitutional legitimacy\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eBureaucratic constraints\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eExtracurricular Programs\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eClubs, voluntary activities\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eLebanon, Jordan, Iran\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eFlexible and innovative\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eLimited continuity\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNGO-Led Independent Programs\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eOutside formal education systems\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eYemen, Iraq, Syria\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eHigh adaptability; reaches marginalized groups\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eSustainability challenges\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe comparative analysis highlights several important cross-cutting insights. First, pedagogical hybridity is a defining feature of OE initiatives in the region. Educators rarely rely on a single approach; instead, they combine multiple frameworks to adapt to local constraints and opportunities. For instance, experiential learning is often blended with place-based and culturally grounded methods to enhance both ecological relevance and social acceptance.\u003c/p\u003e \u003cp\u003eSecond, contextual adaptability emerges as a critical success factor. In resource-rich contexts such as the UAE and Qatar, initiatives tend to incorporate technologically supported and well-funded experiential programs, whereas in conflict-affected or resource-constrained settings such as Yemen, Syria, and Iraq, educators rely more heavily on low-cost, community-driven, and informal approaches.\u003c/p\u003e \u003cp\u003eThird, the findings underscore a persistent tension between innovation and institutionalization. While many initiatives demonstrate pedagogical creativity and transformative potential, their integration into formal education systems remains limited. As a result, OE often continues to operate at the margins of mainstream educational practice.\u003c/p\u003e \u003cp\u003eOverall, the results suggest that environmental educators in the Middle East are actively developing contextually grounded pedagogical models that challenge conventional, classroom-based education and expand the possibilities for outdoor learning in diverse and often constrained environments.\u003c/p\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003eInstitutional, Socio-Cultural, and Environmental Barriers and Enabling Factors\u003c/h2\u003e \u003cp\u003eThe analysis revealed that environmental educator initiatives promoting OE across the Middle East are deeply shaped by a complex interplay of institutional structures, socio-cultural dynamics, and environmental conditions. These factors function both as barriers that constrain implementation and as enabling conditions that facilitate innovation and scaling. Importantly, the same factor (e.g., policy frameworks or cultural norms) may act as either a constraint or an opportunity depending on the national and local context.\u003c/p\u003e \u003cp\u003eAcross the region, a recurring pattern is the tension between structural rigidity and grassroots adaptability. While formal systems often impose limitations, environmental educators actively navigate and reinterpret these constraints, creating adaptive pathways for OE. Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e provides a comprehensive synthesis of the key barriers and enabling factors identified in the study.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eInstitutional, Socio-Cultural, and Environmental Barriers and Enabling Factors\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDimension\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFactor\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eDescription\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eRole (Barrier/Enabler)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eCountries/Contexts (Examples)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eImplications for OE\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003eInstitutional\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCentralized Education Systems\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eHighly standardized curricula with limited flexibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eBarrier\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIran, Egypt, Saudi Arabia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eRestricts integration of outdoor learning into formal education\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePolicy Support for Education for Sustainable Development\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNational strategies promoting sustainability education\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eEnabler\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eUAE, Qatar, T\u0026uuml;rkiye\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eProvides legitimacy and funding opportunities\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLack of Teacher Training\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eInsufficient professional development in outdoor pedagogy\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eBarrier\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIraq, Yemen, Syria, Iran\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eLimits quality and scalability of initiatives\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eInstitutional Partnerships\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eCollaboration between schools, NGOs, and universities\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eEnabler\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eJordan, Lebanon, Oman\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eEnhances resource sharing and program sustainability\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBureaucratic Constraints\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAdministrative procedures and risk-averse policies\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eBarrier\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eKuwait, Bahrain, Saudi Arabia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eDiscourages outdoor activities due to liability concerns\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003eSocio-Cultural\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePerceptions of Nature\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNature viewed as harsh, risky, or non-educational\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eBarrier\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eKuwait, Qatar, Saudi Arabia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eReduces acceptance of OE\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCultural Values and Traditions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eIntegration of local knowledge and heritage\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eEnabler\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eOman, Iran, Egypt\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eEnhances relevance and engagement\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGender Norms\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eRestrictions on participation of girls/women in outdoor settings\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eBarrier\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eYemen, Iraq, parts of Saudi Arabia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eLimits inclusivity and access\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCommunity Engagement\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eLocal participation in program design and delivery\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eEnabler\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eLebanon, Jordan, Iran\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eStrengthens ownership and sustainability\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAwareness and Environmental Literacy\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePublic understanding of environmental issues\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eBoth\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eAll countries (varied levels)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eInfluences demand and support for initiatives\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eEconomic\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFunding Availability\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAccess to financial resources for program implementation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eBoth\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eUAE, Qatar (high); Yemen, Syria (low)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eDetermines scale, quality, and continuity\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCost of Participation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eExpenses related to transport, equipment, and logistics\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eBarrier\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eEgypt, Iraq, Iran\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eLimits access for marginalized groups\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNGO and Donor Support\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eExternal funding and project-based initiatives\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eEnabler\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eJordan, Lebanon, Yemen\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eSupports innovation but may lack continuity\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003eEnvironmental\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eClimate Conditions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eExtreme heat, aridity, or seasonal variability\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eBarrier\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eSaudi Arabia, Kuwait, UAE\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eLimits frequency and duration of outdoor activities\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEcological Diversity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAvailability of diverse natural environments\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eEnabler\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eTurkey, Iran, Lebanon, Oman\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eExpands learning opportunities\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEnvironmental Degradation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePollution, biodiversity loss, degraded ecosystems\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eBoth\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIran, Iraq, Egypt\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eReduces quality of learning environments but increases urgency\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAccess to Natural Spaces\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAvailability and proximity of safe outdoor areas\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eBoth\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eUrban vs. rural contexts across region\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eShapes feasibility of outdoor programs\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003ePolitical and Security\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eConflict and Instability\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eWar, displacement, and insecurity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eBarrier\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eSyria, Yemen, Iraq\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eSeverely disrupts educational initiatives\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGovernmental Support\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePolitical will for environmental initiatives\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eEnabler\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eUAE, Qatar, Oman\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eFacilitates institutionalization and scaling\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eRegulatory Restrictions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eLimitations on NGO activities or public gatherings\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eBarrier\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIran, Iraq, Egypt\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eConstrains program implementation\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003ePedagogical and Professional\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEducator Agency\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eIndividual motivation and innovation by educators\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eEnabler\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eAll countries\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eDrives bottom-up development of initiatives\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAccess to Pedagogical Resources\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAvailability of materials, guides, and tools\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eBoth\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eRegion-wide (uneven)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eInfluences program quality\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eProfessional Networks\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eRegional and international collaboration\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eEnabler\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eT\u0026uuml;rkiye, UAE, Jordan\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eFacilitates knowledge exchange and capacity building\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eSeveral key insights emerge from this analysis. First, institutional constraints remain the most persistent barriers, particularly in countries with centralized and exam-oriented education systems. These systems often limit flexibility and discourage risk-taking, making it difficult to embed OE within formal curricula.\u003c/p\u003e \u003cp\u003eSecond, socio-cultural dynamics play a decisive role in shaping both the acceptance and design of OE initiatives. In contexts where nature is culturally valued and integrated into local traditions, educators are better able to develop meaningful and contextually relevant programs. Conversely, perceptions of nature as unsafe or non-essential can significantly hinder participation.\u003c/p\u003e \u003cp\u003eThird, economic and political inequalities across the region create uneven landscapes of opportunity. While resource-rich countries can invest in large-scale and technologically advanced programs, resource-constrained or conflict-affected contexts rely more heavily on grassroots, low-cost, and community-driven approaches.\u003c/p\u003e \u003cp\u003eFinally, and perhaps most importantly, the findings highlight the critical role of educator agency as a cross-cutting enabling factor. Regardless of structural limitations, committed environmental educators act as key change agents, leveraging available resources, building partnerships, and adapting pedagogical approaches to sustain OE initiatives.\u003c/p\u003e \u003cp\u003eOverall, the results underscore that promoting OE in the Middle East requires not only pedagogical innovation but also systemic attention to institutional reform, cultural engagement, and contextual resilience.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003ePathways for Scaling, Sustainability, and Transformative Impact\u003c/h2\u003e \u003cp\u003eThe final part of the analysis moves beyond description toward identifying emergent pathways through which environmental educator initiatives can achieve greater scale, sustainability, and transformative impact across the Middle East. While many initiatives currently operate at localized or pilot levels, the findings reveal a set of strategic patterns that enable certain programs to expand their reach, institutionalize their practices, and influence broader educational and governance systems.\u003c/p\u003e \u003cp\u003eA central finding is that successful initiatives tend to adopt multi-level engagement strategies, operating simultaneously across grassroots, institutional, and policy domains. Environmental educators who are able to connect local outdoor learning activities with broader frameworks such as Education for Sustainable Development are more likely to secure legitimacy, funding, and long-term support. In countries such as the United Arab Emirates, Qatar, and T\u0026uuml;rkiye, initiatives aligned with national sustainability agendas have demonstrated greater continuity and visibility compared to isolated, project-based efforts.\u003c/p\u003e \u003cp\u003eAnother key pathway involves the institutional embedding of OE within formal education systems. Although many initiatives originate outside schools, their long-term sustainability often depends on integration into curricula, teacher training programs, and assessment frameworks. This process, however, is neither linear nor uniform. In several cases, educators have adopted incremental strategies\u0026mdash;such as introducing extracurricular nature clubs or pilot field-based modules\u0026mdash;that gradually build institutional acceptance. Over time, these entry points can evolve into more formalized programs, particularly when supported by policy reforms or ministerial endorsement.\u003c/p\u003e \u003cp\u003eThe findings also highlight the importance of capacity building and professionalization of environmental educators. Initiatives that invest in training, mentorship, and the development of pedagogical resources are better positioned to scale and replicate. The absence of standardized training in OE remains a major constraint across the region; however, emerging professional networks and collaborations are beginning to address this gap. These efforts contribute to the diffusion of innovative practices grounded in Experiential Learning and Place-Based Education, while also fostering a shared identity among practitioners.\u003c/p\u003e \u003cp\u003eA further pathway concerns the role of community engagement and social learning processes. Initiatives that actively involve local communities\u0026mdash;not merely as participants but as co-creators of knowledge\u0026mdash;demonstrate higher levels of resilience and contextual relevance. In countries facing socio-political instability, such as Iraq, Yemen, and Syria, community-based models have proven particularly effective in sustaining OE under constrained conditions. These approaches shift the focus from individual learning outcomes to collective capacities for environmental stewardship and adaptation.\u003c/p\u003e \u003cp\u003eDigital technologies and hybrid learning models also emerged as complementary enablers of scaling. While OE is inherently place-based, several initiatives have incorporated digital tools to extend learning beyond physical sites, facilitate coordination, and document environmental data. This is especially evident in higher-income contexts, where technology enhances program reach and visibility. However, the findings caution against over-reliance on digitalization, emphasizing that it should support\u0026mdash;not replace\u0026mdash;direct engagement with nature.\u003c/p\u003e \u003cp\u003eDespite these enabling pathways, the analysis underscores persistent challenges related to program continuity and long-term impact. Many initiatives remain dependent on short-term funding cycles, individual leadership, or external donor support, making them vulnerable to disruption. Scaling, therefore, is not merely a matter of expansion but requires institutionalization, policy alignment, and cultural normalization of OE practices.\u003c/p\u003e \u003cp\u003eImportantly, the results suggest that the transformative potential of these initiatives lies not only in their educational outcomes but also in their capacity to reconfigure human\u0026ndash;nature relationships and challenge dominant development paradigms. By fostering ecological awareness, emotional connection, and critical reflection, OE initiatives contribute to broader processes of social and environmental transformation. In this sense, environmental educators act not only as facilitators of learning but as agents of change operating at the intersection of education, society, and sustainability governance.\u003c/p\u003e \u003cp\u003eIn conclusion, the findings indicate that scaling OE in the Middle East requires a systemic and context-sensitive approach, integrating pedagogical innovation with institutional reform, community engagement, and policy support. The pathways identified in this study provide a foundation for moving from fragmented, localized initiatives toward more coherent and transformative educational landscapes across the region.\u003c/p\u003e \u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis study set out to examine environmental educator initiatives aimed at promoting OE across diverse Middle Eastern contexts. The findings reveal a dynamic yet uneven landscape characterized by pedagogical innovation, institutional constraints, and context-specific adaptations. In this discussion, we interpret these findings in relation to existing literature and broader theoretical frameworks, highlighting key contributions and implications.\u003c/p\u003e \u003cp\u003eA central insight emerging from the results is the hybrid and adaptive nature of OE practices in the region. Environmental educators rarely implement standardized models; instead, they selectively combine elements of Experiential Learning, Place-Based Education, and Education for Sustainable Development to create contextually grounded approaches. This hybridity reflects what can be understood as a process of pedagogical localization, where global educational paradigms are reinterpreted through local ecological, cultural, and institutional lenses. Such findings challenge the implicit assumption\u0026mdash;common in much of the OE literature (Fang et al., \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Palmer, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2002\u003c/span\u003e)\u0026mdash;that successful models can be easily transferred across contexts. Instead, they reinforce calls for more context-sensitive and culturally embedded approaches to environmental education. At the same time, the results underscore a persistent marginalization of OE within formal education systems. Despite growing recognition of its benefits, OE in many Middle Eastern countries remains peripheral, often confined to extracurricular activities or NGO-led initiatives. This aligns with broader critiques of education systems in the region as being highly centralized, exam-oriented, and resistant to pedagogical innovation. The tension identified in this study between innovation and institutionalization is particularly important: while grassroots initiatives demonstrate creativity and transformative potential, their long-term impact is limited without structural integration. These finding echoes international research emphasizing that sustainable educational change requires alignment between policy frameworks, curriculum design, and teacher training systems (Ferreira, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Higgins \u0026amp; Kirk, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2006\u003c/span\u003e; Migliorini et al., \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2025\u003c/span\u003e\u0026rlm;).\u003c/p\u003e \u003cp\u003eAnother important contribution of this study, in line with the previous research results (Aky\u0026uuml;z \u0026amp; Erdemir, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2026\u003c/span\u003e; Hyndman \u0026amp; Cruickshank, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Li et al., \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2026\u003c/span\u003e; Rofi\u0026rsquo;ah, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2025\u003c/span\u003e), lies in its identification of environmental educators as key agents of change. Across all contexts, individual educators play a pivotal role in initiating, adapting, and sustaining OE initiatives, often in the absence of strong institutional support. This highlights the significance of educator agency as a driving force in educational transformation. However, reliance on individual commitment also exposes a structural vulnerability: initiatives may remain fragile and difficult to scale if they are not supported by broader institutional and professional infrastructures. Strengthening educator capacity through training, networks, and resource development therefore emerges as a critical priority.\u003c/p\u003e \u003cp\u003eThe findings also draw attention to the socio-cultural dimensions of OE, which are often underexplored in the literature in comparison with its\u0026rsquo; technical aspects (Fang et al., \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Palmer, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2002\u003c/span\u003e). Perceptions of nature, cultural values, and social norms\u0026mdash;including gender dynamics\u0026mdash;significantly shape both participation and program design. In some contexts, nature is perceived as inhospitable or irrelevant to formal learning, creating barriers to outdoor engagement. In others, cultural traditions and local ecological knowledge serve as powerful enablers, enhancing the relevance and acceptance of OE. These insights suggest that promoting OE in the Middle East requires not only pedagogical innovation but also cultural negotiation and social engagement, aligning educational practices with local values and lived experiences.\u003c/p\u003e \u003cp\u003eThe study further highlights structural inequalities across the region, particularly in terms of economic resources and political stability. Resource-rich countries such as those in the Persian Gulf are better positioned to develop well-funded and technologically supported programs, while conflict-affected or economically constrained contexts rely on low-cost, community-driven approaches. Importantly, however, the findings indicate that innovation is not solely dependent on resources; in many cases, constraints have led to the emergence of highly adaptive and resilient models of OE. This supports the argument that scarcity can foster creativity, particularly when combined with strong community engagement and educator commitment (Karagiannis, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2025\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eFrom a theoretical perspective, the results contribute to ongoing discussions surrounding transformative approaches in environmental education, as OE initiatives in the region demonstrate elements of transformative learning particularly in their emphasis on critical reflection, emotional engagement, and behavioral change; however, their transformative potential extends beyond individual learners to encompass broader social and institutional dynamics, and by fostering new relationships between people and nature while challenging dominant educational practices, these initiatives can be understood as part of a wider process of transformative environmental governance\u0026mdash;a perspective that aligns with emerging interdisciplinary scholarship. Nevertheless, several challenges remain, as the lack of systematic evaluation mechanisms makes it difficult to assess the long-term impact of many initiatives, and additionally, the fragmentation of efforts across countries and sectors limits opportunities for knowledge sharing and regional collaboration, requiring the development of integrated frameworks for monitoring, evaluation, and cross-context learning, as well as stronger regional networks of practitioners and researchers to address these gaps. In sum, this study demonstrates that environmental educator initiatives in the Middle East are actively redefining the possibilities of OE under diverse and often constrained conditions, and while significant barriers persist, the emergence of hybrid pedagogies, community-based models, and multi-level engagement strategies points toward promising pathways for scaling and transformation, suggesting that future research should build on these insights by exploring longitudinal impacts, comparative policy frameworks, and the role of regional collaboration in advancing OE as a key component of sustainability transitions.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThis study examined environmental educator initiatives promoting OE across a diverse range of Middle Eastern countries, revealing a complex yet promising landscape shaped by innovation, constraint, and contextual adaptation. The findings demonstrate that OE in the region is largely driven by bottom-up efforts, with environmental educators emerging as key agents of change. These educators design and implement context-sensitive programs that respond to local ecological, cultural, and institutional realities, often innovating within rigid or centralized education systems.\u003c/p\u003e \u003cp\u003eDespite these challenges, initiatives have successfully introduced experiential, place-based, and community-oriented learning approaches, frequently aligned with broader frameworks such as Education for Sustainable Development. Yet, OE largely remains marginal to formal curricula, limiting its scalability and long-term impact. Persistent barriers\u0026mdash;including limited policy support, lack of professional training, socio-cultural constraints, and environmental challenges\u0026mdash;continue to shape the effectiveness and reach of these programs.\u003c/p\u003e \u003cp\u003eAt the same time, the study highlights the emergence of adaptive and hybrid pedagogical models, reflecting a process of localization that challenges one-size-fits-all approaches to environmental education. These findings underscore that OE should be understood not merely as a pedagogical technique but as a contextually embedded and transformative practice, capable of fostering environmental stewardship and contributing to broader sustainability transitions.\u003c/p\u003e \u003cp\u003eBased on the findings, several key strategies can support the advancement of OE in the Middle East. First, there is a pressing need for institutional integration, whereby ministries of education and relevant authorities embed OE within formal curricula rather than relegating it to extracurricular activities. Aligning outdoor learning with national education standards and sustainability goals can enhance its legitimacy and impact.\u003c/p\u003e \u003cp\u003eSecond, capacity building and professional development are critical. Structured training programs in outdoor pedagogy, grounded in Experiential Learning and Place-Based Education, alongside certification and continuous professional development pathways, can strengthen the quality and consistency of initiatives across countries.\u003c/p\u003e \u003cp\u003eThird, fostering institutional and cross-sectoral partnerships is essential. Collaboration between schools, universities, NGOs, and government agencies can support resource sharing, program development, and scaling, bridging the gap between grassroots innovation and formal institutional support.\u003c/p\u003e \u003cp\u003eFourth, programs must prioritize cultural contextualization and inclusivity, designing initiatives that respect local traditions and social norms while addressing gender disparities and other access barriers. Encouraging community participation in program design and implementation further enhances local ownership, relevance, and sustainability, particularly in resource-constrained or conflict-affected contexts.\u003c/p\u003e \u003cp\u003eFifth, the establishment of sustainable funding mechanisms is necessary to reduce reliance on short-term, project-based financing and ensure continuity and long-term impact. Complementing these efforts, the strategic use of technology can support OE, providing tools for data collection, communication, and program scaling, while preserving the centrality of direct engagement with natural environments.\u003c/p\u003e \u003cp\u003eIn conclusion, advancing OE in the Middle East requires a systemic, multi-level, and contextually grounded approach. By integrating pedagogical innovation, institutional reform, cultural sensitivity, and sustained investment, stakeholders can foster inclusive, resilient, and transformative environmental education systems, capable of addressing the region\u0026rsquo;s pressing sustainability challenges and nurturing environmentally responsible citizens.\u003c/p\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003eFuture Directions\u003c/h2\u003e \u003cp\u003eThis study highlights several avenues for advancing both research and practice in OE across the Middle East. First, there is a clear need for longitudinal research to examine the enduring cognitive, behavioral, and emotional impacts of OE initiatives. Such studies would provide critical insights into how participation shapes environmental attitudes, sustainability practices, and long-term engagement with ecological issues over time.\u003c/p\u003e \u003cp\u003eSecond, comparative policy analysis offers a valuable pathway for understanding how different national frameworks influence the development, institutionalization, and scaling of OE initiatives. By analyzing policy environments across multiple countries, researchers can identify enabling conditions, barriers, and best practices that support effective integration of outdoor learning into formal and informal education systems.\u003c/p\u003e \u003cp\u003eThird, the design and implementation of robust, context-sensitive evaluation frameworks is essential. Tailored tools for monitoring and assessing program effectiveness would allow educators and policymakers to systematically track learning outcomes, program sustainability, and community impact, thereby informing evidence-based decisions and improvements.\u003c/p\u003e \u003cp\u003eFourth, fostering regional knowledge networks could significantly enhance collaboration and learning across the Middle East. Platforms for sharing experiences, challenges, and innovations would facilitate cross-country dialogue, strengthen practitioner capacity, and contribute to a more cohesive and strategic approach to promoting OE in the region.\u003c/p\u003e \u003cp\u003eFifth, further research should explore the transformative potential of OE, particularly its role in fostering environmental citizenship and systemic change at individual, community, and societal levels. Investigating these transformative learning outcomes would provide valuable evidence for designing programs that not only enhance knowledge but also motivate pro-environmental action and behavioral change.\u003c/p\u003e \u003cp\u003eFinally, greater attention must be given to under-researched contexts, including countries and communities affected by conflict, political instability, or socio-economic marginalization. Understanding how OE can be adapted and sustained in these settings is critical for ensuring inclusivity and equity across the region.\u003c/p\u003e \u003cp\u003eIn summary, advancing OE in the Middle East requires a systemic, multi-level, and contextually grounded approach that combines pedagogical innovation with institutional reform, cultural engagement, and sustained investment. By building on the initiatives and pathways identified in this study, stakeholders can work toward more inclusive, resilient, and transformative environmental education systems, capable of addressing the region\u0026rsquo;s pressing sustainability challenges and fostering long-term ecological stewardship.\u003c/p\u003e \u003c/div\u003e"},{"header":"Declarations","content":" \u003cp\u003e \u003cstrong\u003eEthics approval\u003c/strong\u003e \u003cp\u003e \u003cem\u003eEthics approval (2026/ETH15897474) was granted by the XX.\u003c/em\u003e \u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eConsent to participate\u003c/strong\u003e \u003cp\u003e \u003cem\u003eAll participants read and signed a written informed consent form prior to data collection.\u003c/em\u003e \u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eConsent for publication\u003c/strong\u003e \u003cp\u003e \u003cem\u003eEach participant signed a consent form that detailed the intent to publish findings from the collected data.\u003c/em\u003e \u003c/p\u003e \u003c/p\u003e\u003cp\u003e \u003ch2\u003eClinical trial statement\u003c/h2\u003e \u003cp\u003e \u003cem\u003eClinical trial number: not applicable.\u003c/em\u003e \u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eHuman Ethics and Consent declaration\u003c/strong\u003e \u003cp\u003e \u003cem\u003eAll participants provided written informed consent. Ethics approval was obtained from the XX (2026/ETH15897474).\u003c/em\u003e \u003c/p\u003e \u003c/p\u003e\u003ch2\u003eFunding\u003c/h2\u003e \u003cp\u003eThe present research did not receive any financial support.\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eA.B. conceptualized the study, conducted the fieldwork, and led the data analysis and manuscript writing. M.A. contributed to the methodological design, supervised the analysis, and provided critical revisions. Both authors reviewed and approved the final manuscript.\u003c/p\u003e\u003ch2\u003eAcknowledgement\u003c/h2\u003e\u003cp\u003eThe authors would like to acknowledge the knowledge and experiences of the participants in this research.\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e\u003cp\u003eThe datasets generated during and/or analyzed during the current study are available from the corresponding author upon reasonable request.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAky\u0026uuml;z, H. İ., \u0026amp; Erdemir, M. (2026). 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Childhood Outdoor Recreation and Environmental Education Shape Pro-Environmental Behavior Among Adults: A Study of Residents in Illinois. \u003cem\u003eUSA Society \u0026amp; Natural Resources\u003c/em\u003e, \u003cem\u003e38\u003c/em\u003e(6), 563\u0026ndash;586. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1080/08941920.2024.2449048\u003c/span\u003e\u003cspan address=\"10.1080/08941920.2024.2449048\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Environmental Learning, Outdoor Education, Experiential Learning, Middle East","lastPublishedDoi":"10.21203/rs.3.rs-9296720/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-9296720/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eOutdoor Education (OE) is increasingly recognized as a powerful approach within Environmental Education for fostering ecological awareness, pro-environmental behavior, and sustainability competencies. However, its development and institutionalization remain uneven across regions, particularly in the Middle East, where formal education systems are often highly centralized and classroom-oriented. This study investigates environmental educator initiatives aimed at promoting OE across a diverse set of countries, including Saudi Arabia, Kuwait, Yemen, Oman, Bahrain, Qatar, the United Arab Emirates, Syria, Lebanon, Jordan, Iraq, Iran, T\u0026uuml;rkiye, and Egypt. Adopting a qualitative research design, the study draws on semi-structured interviews (n\u0026thinsp;=\u0026thinsp;92) to examine the types of initiatives, pedagogical approaches, and contextual factors shaping OE in the region. Data were analyzed using qualitative content and thematic analysis to identify recurring patterns, challenges, and enabling conditions. The findings reveal four main types of initiatives: non-governmental and grassroots programs, school-integrated efforts, higher education-based initiatives, and hybrid community models. Across these categories, environmental educators employ contextually adaptive pedagogies that combine Experiential Learning, Place-Based Education, and Education for Sustainable Development. While these initiatives demonstrate significant innovation and transformative potential, they face persistent barriers, including limited institutional support, lack of professional training, socio-cultural constraints, and environmental and political challenges. The study also identifies key pathways for scaling and sustainability, including institutional integration, multi-level stakeholder engagement, educator capacity building, and community participation. Importantly, environmental educators emerge as central agents of change, mediating between global educational frameworks and local realities. This research contributes to the growing literature on OE by providing a comprehensive, context-sensitive analysis of initiatives in an underexplored region. It highlights the need for systemic and culturally grounded approaches to advancing OE and offers practical insights for policymakers, educators, and practitioners seeking to strengthen sustainability-oriented learning in the Middle East.\u003c/p\u003e","manuscriptTitle":"Environmental educator initiatives to promote outdoor education in middle east","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-04-24 20:29:00","doi":"10.21203/rs.3.rs-9296720/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"3dcbfa73-b38a-4b00-afbc-3e8c882bc2d2","owner":[],"postedDate":"April 24th, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2026-04-24T20:29:00+00:00","versionOfRecord":[],"versionCreatedAt":"2026-04-24 20:29:00","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-9296720","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-9296720","identity":"rs-9296720","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}