Exploring the impact of formative outdoor education experiences on young people entering higher education outdoor education programmes in Australia

Despite its recognised benefits, school-based outdoor education (OE) varies considerably in practice and purpose. While outdoor experiences can influence adults’ environmental engagement, it remains unclear whether early OE exposure: (i) encourages interest in OE teaching careers, or (ii) affects students’ entry-level knowledge and competence in university OE programs. This study examined the impact of prior OE exposure on first-year undergraduates (n = 58) knowledge, attitude and perceived competence using a validated questionnaire. Over half (56.9%) had school OE experience, with many engaging in outdoor activities independently. Overall OE knowledge was low (M = 46.21 ± 12.95), although participants perceived themselves as competent in applied skills. No significant effects were found for school OE completion, activity engagement, or gender on knowledge or competence (p > 0.05). These findings highlight the need for diagnostic assessments in higher education to identify students’ prior knowledge and skills, enabling more targeted and responsive instruction.