Friluftsliv i gymnasiet: Elevers engagemang, motivation och erfarenheter : En kvalitativ intervjustudie om gymnasieelevers upplevelser av friluftsundervisning

Sammanfattning

The purpose of this study is to examine how outdoor education (friluftsliv) in upper secondary school is perceived by both students and teachers, and to identify the conditions that influence their motivation and commitment to participate in outdoor education activities. The study also aims to analyze the significance of students previous experiences on their perceptions of outdoor education in school. The following research questions were investigated: · Which factors do students and teachers believe promote or hinder students engagement in outdoor education in upper secondary school? · How do students and teachers explain the ways in which previous experiences of outdoor activities affect students engagement and motivation in outdoor education? · How do students and teachers perceive that organizational conditions and teaching design influence the possibilities of creating meaningful outdoor education? The study is theoretically based on Self-Determination Theory (SDT) (Deci & Ryan, 2000) and Sense of Coherence (SOC) (Antonovsky, 1991). SDT was used to understand how autonomy, competence, and solidarity influence student´s motivation, while SOC highlights how comprehensibility, manageability, and meaningfulness shape student´s experiences of outdoor education. A qualitative method was used to employ semi-structured interviews. Data collection was carried out with 22 participants from two upper secondary schools that included both students and teachers. A requirement-based sampling strategy was used to select participants with relevant experiences of school-based outdoor education. The interviews were recorded, transcribed word for word and analyzed thematically. The four main themes were identified: previous experiences, weather, time, and meaningfulness. Students with positive prior experiences of outdoor activities reported feeling safer and more motivated while those without such experiences often described uncertainty regarding outdoor education. Weather conditions came up as a significant external factor where rain and coldness reduced motivation while warm and sunny weather increased the motivation. The results show that lack of time was perceived by both students and teachers as a barrier contributing to stress and reducing the sense of meaningfulness in the activities. The findings also show that fellowship and clear guidance from teachers are essential for students to experience outdoor education as comprehensible, manageable, and meaningful. The study concludes that students commitment and motivation in outdoor education are shaped by a combination of personal experiences and organizational conditions. SDT and SOC clarify how safety, competence, social connection and clear structure contribute to increased students commitment. To strengthen students motivation and commitment, outdoor education should be given more time for planning and implementation and provide social opportunities that include all students regardless of previous experience.