ABSTRACT
The relationship between research and education policy development can be non-existent, problematic, or fruitful and mutually beneficial. This chapter outlines approaches to building a positive relationship regarding policy and practice in ‘outdoor learning’ and ‘learning for sustainability’ in Scotland. Both are supported by government policy. There are specific curricular guidelines for outdoor learning, and ‘learning for sustainability’ (which includes aspects of outdoor learning) is both an entitlement of pupils and a professional requirement of all Scottish teachers. A virtuous cycle of ‘research-policy-practice-research’ has developed. Conceptual development and provision of professional learning opportunities have been key in realising policy into practice.
