Pupils' perspective on education outside the classroom in Greenland: experiences from an action research project

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Abstract

Kalaallit Nunaat (Greenland) faces a shortage of qualified professionals, making educational improvement a national priority. Yet research reveals persistent challenges in academic achievement and pupils’ motivation within Greenlandic primary schools, where book-based, in-classroom teaching predominates. This study reports findings from an action research project exploring the potential of Education Outside the Classroom in a Greenlandic primary school. During a period of over 14 months, the researcher collaborated with teachers to develop, implement and evaluate Education Outside the Classroom designs. Analysis of teaching plans, observations, field notes, and semi-structured interviews with 18 pupils indicates that integrating outdoor experiences with classroom theory fostered intrinsic motivation through authenticity, physical activity, and positive peer relations. However, inadequate planning reduced motivational benefits, underscoring the need for careful design and sustained teacher support. High teacher turnover further emerged as a challenge, highlighting the importance of addressing teacher recruitment and retention in Greenland's small, remote communities.

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Keywords

Greenlandic primary school, education outside the classroom, place-based education, action research

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