Theoretical Integration of Risk Perception and Learning Processes in Outdoor Adventure Education: An Experiential Learning Perspective

Abstract Book of the 11th International Conference on Research in Education

Year: 2026

[PDF]

Theoretical Integration of Risk Perception and Learning Processes in Outdoor Adventure Education: An Experiential Learning Perspective

Fang-Wei Lin, Lin Li-Ting

ABSTRACT:

This study aims to integrate the theoretical relationship between risk perception and learning processes in outdoor adventure education from the perspective of experiential learning. Outdoor adventure education emphasizes engagement with uncertain and potentially risky environments, where learners continuously interpret and respond to perceived risks. While risk is often treated as a management concern, its pedagogical role in shaping learning experiences remains underexplored.Grounded in experiential learning theory, this study synthesizes key theoretical perspectives, including risk perception, reflective practice, and adaptive learning. It proposes a conceptual framework illustrating how learners’ perception of risk influences their engagement, decision-making, and meaning-making processes throughout experiential learning cycles. Risk perception is conceptualized not only as a cognitive judgment but also as an affective and situationally embedded process that interacts with learners’ prior experiences and environmental conditions.The proposed framework highlights three interconnected dimensions: (1) risk perception as a trigger for experiential engagement, (2) reflection as a mediator of learning transformation, and (3) adaptive action as an outcome of learning. This study contributes to bridging the gap between risk management and pedagogy, offering a theoretical foundation for designing outdoor adventure education programs that intentionally incorporate risk as a meaningful learning resource.

Keywords: Outdoor Education; Risk Management in Outdoor Settings; Experiential Learning