TY - JOUR

T1 - The Impact of Artificial Intelligence on Adventure Education and Outdoor Learning: Inter-national Perspectives

AU - North, Chris

AU - Hills, David

AU - Maher, Pat

AU - Farkic, Jelena

AU - Zeilmann, Vinicius

AU - Waite, Sue

AU - Takako, Takano

AU - Prince, Heather

AU - Pedersen Gurholt, Kirsti

AU - Muthomi, Nkatha

AU - Njenga, Daniel

AU - Karaka-Clarke, Te Hurinui

AU - Houge Mackenzie, Susan

AU - French, Graham

N1 - https://doi.org/10.1080/14729679.2023.2248302 when published

PY - 2024/1

Y1 - 2024/1

N2 - This is a composite article which brings together the international perspectives of the editorial board of the Journal of Ad-venture Education and Outdoor Learning to explore the impacts of artificial intelligence (AI) on the field of adventure education and outdoor learning (AE/OL). Building on the AE/OL profession’s response to the impacts of COVID-19 on outdoor and environmental education in 2020, this article includes authors from 10 countries including Australia, Brazil, Canada, England, Ja-pan, Kenya, the Netherlands, New Zealand, Norway, and Wales. The statements discuss the impacts and opportunities of AI for the AE/OL professions, researchers, the nature of being in and with the outdoors, and Indigenous knowledges. The intention of this article is not to present a definitive summary of the state of the profession, but to provide examples of the ways in which diverse people are responding to the challenges and opportunities of AI. By sharing these views, and identifying some commonalities, we hope that AE/OL educators, practitioners, researchers and managers can creatively and cautiously seize the opportunities of this technological revolution.

AB - This is a composite article which brings together the international perspectives of the editorial board of the Journal of Ad-venture Education and Outdoor Learning to explore the impacts of artificial intelligence (AI) on the field of adventure education and outdoor learning (AE/OL). Building on the AE/OL profession’s response to the impacts of COVID-19 on outdoor and environmental education in 2020, this article includes authors from 10 countries including Australia, Brazil, Canada, England, Ja-pan, Kenya, the Netherlands, New Zealand, Norway, and Wales. The statements discuss the impacts and opportunities of AI for the AE/OL professions, researchers, the nature of being in and with the outdoors, and Indigenous knowledges. The intention of this article is not to present a definitive summary of the state of the profession, but to provide examples of the ways in which diverse people are responding to the challenges and opportunities of AI. By sharing these views, and identifying some commonalities, we hope that AE/OL educators, practitioners, researchers and managers can creatively and cautiously seize the opportunities of this technological revolution.

KW - AI

KW - outdoor education

KW - adventure education

KW - outdoor learning

U2 - 10.1080/14729679.2023.2248302

DO - 10.1080/14729679.2023.2248302

M3 - Article

VL - 24

SP - 123

EP - 140

JO - Journal of Adventure Education and Outdoor Learning

JF - Journal of Adventure Education and Outdoor Learning

SN - 1472-9679

IS - 1

ER -