{"id":{"repo_id":"uwtsd","oai_identifier":"oai:repository.uwtsd.ac.uk:3902"},"canonical_url":"https://search.dev.ndltd.org/etd/uwtsd/oai:repository.uwtsd.ac.uk:3902","repository":{"repo_id":"uwtsd","name":"University of Wales Trinity Saint David","base_url":"https://repository.uwtsd.ac.uk/cgi/oai2"},"display":{"title":"Exploring Student's Perceptions of a Place-Responsive, Sustainability-Focused Expedition to Zanzibar and its Implications for Outdoor Education Practice.","abstract":"This study explores how a place-responsive, sustainability-focused expedition influenced participants’ sense of place, environmental knowledge, and concern. Amidst growing critiques of traditional adventure-based outdoor education, which often prioritises physical challenge over ecological engagement, this research explores an alternative approach that fosters cultural, historical, and environmental connections. Guided by an interpretivist paradigm and a qualitative phenomenological methodology, data were collected from sixteen participants aged sixteen to nineteen through ethnographic reflective journals, group and semi-structured interviews, and autoethnographically through participant observation. A thematic analysis identified five key themes. An enhanced sense of place through cultural exchange, historical learning, and Indigenous perspectives; increased environmental knowledge and concern fostered through direct engagement; and improved physical, mental, and social wellbeing. Findings suggest that immersion through cultural and ecological narratives cultivated environmental awareness and personal growth. Language learning emerged as a key factor in building relationships and deepening participants’ sense of place. Historical engagement, particularly with colonial legacies and local conservation efforts, prompted critical reflections on global inequalities and sustainability. Direct exposure to environmental degradation heightened participants' concern, with post-trip reflections indicating ongoing advocacy in the participants’ home communities. The study underscores the pedagogical value of place responsive outdoor education, advocating for longer duration, culturally immersive experiences that integrate Indigenous knowledge and structured reflection. Recommendations include integrating language acquisition, creating time for dwelling, and fostering reciprocal relationship with host communities. The research contributes to debates in outdoor education regarding the viability of transformative learning experiences beyond local contexts and emphasises the need for ethical, decolonised approaches in international expeditions. Future research should explore the long-term impacts of place-responsive outdoor learning and its role in fostering sustained environmental stewardship.","abstract_html":"This study explores how a place-responsive, sustainability-focused expedition influenced participants’ sense of place, environmental knowledge, and concern. Amidst growing critiques of traditional adventure-based outdoor education, which often prioritises physical challenge over ecological engagement, this research explores an alternative approach that fosters cultural, historical, and environmental connections. Guided by an interpretivist paradigm and a qualitative phenomenological methodology, data were collected from sixteen participants aged sixteen to nineteen through ethnographic reflective journals, group and semi-structured interviews, and autoethnographically through participant observation. A thematic analysis identified five key themes. An enhanced sense of place through cultural exchange, historical learning, and Indigenous perspectives; increased environmental knowledge and concern fostered through direct engagement; and improved physical, mental, and social wellbeing. Findings suggest that immersion through cultural and ecological narratives cultivated environmental awareness and personal growth. Language learning emerged as a key factor in building relationships and deepening participants’ sense of place. Historical engagement, particularly with colonial legacies and local conservation efforts, prompted critical reflections on global inequalities and sustainability. Direct exposure to environmental degradation heightened participants' concern, with post-trip reflections indicating ongoing advocacy in the participants’ home communities. The study underscores the pedagogical value of place responsive outdoor education, advocating for longer duration, culturally immersive experiences that integrate Indigenous knowledge and structured reflection. Recommendations include integrating language acquisition, creating time for dwelling, and fostering reciprocal relationship with host communities. The research contributes to debates in outdoor education regarding the viability of transformative learning experiences beyond local contexts and emphasises the need for ethical, decolonised approaches in international expeditions. Future research should explore the long-term impacts of place-responsive outdoor learning and its role in fostering sustained environmental stewardship.","abstract_has_math":false,"creators":["Reynolds, Benjamin"],"institution":"University of Wales Trinity Saint David","degree_name":"ma","degree_level":"masters","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-06","date_published":"2025-06","updated_at":"2026-07-24T05:53:08Z","subjects":["LC Agweddau arbenning ar addysg"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.grantnumber","label":"Dc Identifier Grantnumber","values":["UWTSD"],"render_values":[{"text":"UWTSD","href":null,"code":true}]}]},"links":{"outbound_url":"https://doi.org/10.82227/repository.uwtsd.ac.uk.00003902","outbound_label":"DOI","outbound_source":"dc:identifier.doi"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.sponsor","label":"Sponsor","values":["University of Wales Trinity Saint David"]},{"key":"dc:creator","label":"Author","values":["Reynolds, Benjamin"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025-06-12"]},{"key":"dc:date.issued","label":"Date","values":["2025-06"]},{"key":"dc:publisher.commercial","label":"Dc Publisher Commercial","values":["University of Wales Trinity Saint David"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Traethodau Meistr","Institute of Management and Health: Sport Health and Outdoor Education"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Wales Trinity Saint David"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://repository.uwtsd.ac.uk/id/eprint/3902/"]},{"key":"dc:type","label":"Dc Type","values":["Gosodiad"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["masters"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["ma"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["LC Agweddau arbenning ar addysg"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["10.82227/repository.uwtsd.ac.uk.00003902"]},{"key":"dc:identifier.grantnumber","label":"Dc Identifier Grantnumber","values":["UWTSD"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://repository.uwtsd.ac.uk/id/eprint/3902/1/Reynolds_B_MA_Thesis.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study explores how a place-responsive, sustainability-focused expedition influenced participants’ sense of place, environmental knowledge, and concern. Amidst growing critiques of traditional adventure-based outdoor education, which often prioritises physical challenge over ecological engagement, this research explores an alternative approach that fosters cultural, historical, and environmental connections. Guided by an interpretivist paradigm and a qualitative phenomenological methodology, data were collected from sixteen participants aged sixteen to nineteen through ethnographic reflective journals, group and semi-structured interviews, and autoethnographically through participant observation. A thematic analysis identified five key themes. An enhanced sense of place through cultural exchange, historical learning, and Indigenous perspectives; increased environmental knowledge and concern fostered through direct engagement; and improved physical, mental, and social wellbeing. Findings suggest that immersion through cultural and ecological narratives cultivated environmental awareness and personal growth. Language learning emerged as a key factor in building relationships and deepening participants’ sense of place. Historical engagement, particularly with colonial legacies and local conservation efforts, prompted critical reflections on global inequalities and sustainability. Direct exposure to environmental degradation heightened participants' concern, with post-trip reflections indicating ongoing advocacy in the participants’ home communities. The study underscores the pedagogical value of place responsive outdoor education, advocating for longer duration, culturally immersive experiences that integrate Indigenous knowledge and structured reflection. Recommendations include integrating language acquisition, creating time for dwelling, and fostering reciprocal relationship with host communities. The research contributes to debates in outdoor education regarding the viability of transformative learning experiences beyond local contexts and emphasises the need for ethical, decolonised approaches in international expeditions. Future research should explore the long-term impacts of place-responsive outdoor learning and its role in fostering sustained environmental stewardship."]},{"key":"dc:format","label":"Dc Format","values":["text"]},{"key":"dc:title","label":"Title","values":["Exploring Student's Perceptions of a Place-Responsive, Sustainability-Focused Expedition to Zanzibar and its Implications for Outdoor Education Practice."]}]}],"canonical_facts":{"dc:contributor.sponsor":["University of Wales Trinity Saint David"],"dc:creator":["Reynolds, Benjamin"],"dc:date":["2025-06-12"],"dc:date.issued":["2025-06"],"dc:description.abstract":["This study explores how a place-responsive, sustainability-focused expedition influenced participants’ sense of place, environmental knowledge, and concern. Amidst growing critiques of traditional adventure-based outdoor education, which often prioritises physical challenge over ecological engagement, this research explores an alternative approach that fosters cultural, historical, and environmental connections. Guided by an interpretivist paradigm and a qualitative phenomenological methodology, data were collected from sixteen participants aged sixteen to nineteen through ethnographic reflective journals, group and semi-structured interviews, and autoethnographically through participant observation. A thematic analysis identified five key themes. An enhanced sense of place through cultural exchange, historical learning, and Indigenous perspectives; increased environmental knowledge and concern fostered through direct engagement; and improved physical, mental, and social wellbeing. Findings suggest that immersion through cultural and ecological narratives cultivated environmental awareness and personal growth. Language learning emerged as a key factor in building relationships and deepening participants’ sense of place. Historical engagement, particularly with colonial legacies and local conservation efforts, prompted critical reflections on global inequalities and sustainability. Direct exposure to environmental degradation heightened participants' concern, with post-trip reflections indicating ongoing advocacy in the participants’ home communities. The study underscores the pedagogical value of place responsive outdoor education, advocating for longer duration, culturally immersive experiences that integrate Indigenous knowledge and structured reflection. Recommendations include integrating language acquisition, creating time for dwelling, and fostering reciprocal relationship with host communities. The research contributes to debates in outdoor education regarding the viability of transformative learning experiences beyond local contexts and emphasises the need for ethical, decolonised approaches in international expeditions. 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