Milligan-TofflerSarah

Bio: Milligan-TofflerSarah is an academic researcher. The author has contributed to research in topics: Connection (mathematics). The author has an hindex of 1, co-authored 1 publications receiving 6 citations.

A Systematic Review Protocol to Identify the Key Benefits and Efficacy of Nature-Based Learning in Outdoor Educational Settings

Abstract: Outdoor Learning in natural environments is a burgeoning approach in the educational sector. However, the evidence-base of research has not kept pace with teacher perceptions and increased practitioner usage. Anecdotal evidence and formal research suggest the significant health and wellbeing benefits of nature connection. Offering low-cost, non-invasive pedagogical solutions to public health challenges—particularly around mental health, wellbeing, physical literacy, and increasing physical activity–the pedagogical benefits of Outdoor Learning are yet to be fully enunciated. The proposed systematic review will search for studies across eight academic databases which measure the academic and socio-emotional benefits of Outdoor Learning, with a focus on school-aged educational settings. Using the inclusion criteria set out in this paper (and registered with PROSPERO: CRD42020153171), relevant studies will be identified then summarised to provide a synthesis of the current literature on Outdoor Learning. The goal of this review is to document the widespread international investigation into Outdoor Learning and its associated benefits for development, wellbeing, and personal growth. The systematic review will provide insights for teacher-training institutions, educational policy makers, and frontline teachers to improve the learning experiences of future students.

Education for Sustainability, Peace, and Global Citizenship: An Integrative Approach

Abstract: The complex nature of contemporary challenges requires a culture of cooperation between academic disciplines. However, to what extent do educational systems prepare students to think beyond the boundaries of austerely defined and often entrenched academic fields? UNESCO has successively called for Environmental Education, Education for Sustainable Development, and Education for Global Citizenship to incorporate complex socio-environmental issues into mainstream education. Despite the presence of strong institutional support by governments and international organizations, the introduction of these interdisciplinary approaches into actual educational settings has been slow. With no intention to underestimate the pertinence and agency of strong political will in promoting educational change, we explore the presence of deeper, epistemological issues that may account for the generally slow progress of interdisciplinary pedagogies. To elaborate on this discussion, we focus on pragmatic solutions that can promote the integration of environmental, sustainability, and global citizenship education into the existing educational ethoi.

Innovación y tecnología en contextos educativos

Abstract: Libro de actas correspondientes al Congreso sobre Innovacion y tecnologia en contextos educativos celebrado en la Facultad de Ciencias de la Educacion durante el mes de octubre de 2019.

Focusing Attention on Reciprocity Between Nature and Humans Can Be the Key to Reinvigorating Planetary Health

Abstract: In industrialized and urbanized societies, medical science focuses primarily on trauma and diseases, and most environmental work attempts to remediate natural and anthropogenic degradation. This es...