Awe in Outdoor Learning: Igniting Curiosity and Connection

It was an Autumn day, but one of those with clear blue skies and the temperature is comfortable enough to be outdoors without a jacket. I was outside with a primary 6 class and we were exploring the concept of line while using natural materials to create art. The class were all on task, focused, creating their art, remembering the pieces we explored by Andy Goldsworthy. It was one of those magical moments where you can step back and just watch as every child is engaged and doing exactly what was asked of them. Then it all came to a sudden halt, the children moving away from their art and prancing around, flailing arms and legs, complete anarchy.

Or was it? You see, the catalyst for the change in their behaviour was a gust of wind. A simple gust that blew the leaves from the trees and created a magical moment. It was as if we had been transported into a snow globe, but instead of snow there were leaves of many hues raining upon us, swirling and dancing. The natural naturally joined in, swirling and dancing with the leaves. Forgetting to be cool primary 6 kids and instead were just children. It was a magical moment. A moment of awe.

Moments of awe inspire emotion, curiosity, connection, happiness, joy, amazement; but, they are more than that. They may be fleeting moments but the sense of awe is not just fleeting emotions; they are powerful catalysts for deep learning, curiosity, and emotional connection. In outdoor learning, awe is the gift that keeps on giving. It transforms the way children engage with their world, help develop a sense of place and make lessons more memorable and meaningful. It might be eight years since the leaves fell upon us yet thinking of it takes me straight back to that playground and my senses come alive.

But what exactly is awe, and how can we harness it in outdoor education?

What is Awe?

Awe, as a word, was first used around 1175, in Ormulum. The Ormulum is a twelfth-century work of biblical exegesis, written by an Augustinian canon named Orrm (or Orrmin) and consisting of just under 19,000 lines of early Middle English verse. When we look up the Oxford English Dictionary we are presented with four defintion

• Fear, terror, dread (without any element or mixture of reverence, respect, or wonder implied). 
• Something which inspires or instils fear or awe, in later use esp. as a means of control or influence 
• Originally: a feeling of fear or dread, mixed with profound reverence, typically as inspired by God or the divine. Subsequently: a feeling of reverential respect, mixed with wonder or fear, typically as inspired by a person of great authority, accomplishments, etc., or (from the 18th century) by the power or beauty of the natural world.
• The capacity or power to inspire fear or reverential wonder. 

The third definition here sits most comfortably with me, maybe because it mentions nature… but probably because when I experience moments of awe, and create situations to encourage children to feel awe, it really is not about fear nor terror (they may remember that lesson, but not for the right reasons!).

So, I jumped into Google to see what that would tell us about awe. Here we are told that “Awe is an emotion that can be overwhelming and can be felt in response to something grand, powerful, or sublime”. It goes on to tell us that awe is an emotion.

• Awe can cause physiological changes, such as goosebumps, chills, and changes to heart rate 
• It can be felt in response to nature, such as noticing cloud patterns or seeing a tree standing tall in the wind 
• Awe can also be felt in response to the actions of others 
• A study found that people who feel awe appreciate their alone time more 

That moment, in nature, caused a physiological change. The children went from being calm and focused to dancing, wild and free. For me, awe is that feeling we get when we encounter something vast, beautiful, or beyond our understanding. Research suggests that experiencing awe can expand our perspective, increase creativity, and foster a sense of connection with nature and others.

For children, awe is a gateway to lifelong learning. When they feel awe, their sense of curiosity is ignited, making them more engaged and eager to explore.

Creating Awe-Inspiring Moments in Outdoor Learning

Now we know what awe is, how do we incorporate it in outdoor learning?

1. Slow Down and Observe

In our fast-paced world, where children are rarely allowed to slow down, let alone be bored, we often miss nature’s subtleties—the way frost forms delicate patterns on leaves, how the wind whispers through the trees, or the quiet ripple of a pond. Encourage children to pause, look, listen, and feel. Simple activities like “sit spots,” where children quietly observe their surroundings, can spark moments of awe.

2. Explore the Tiny and the Grand

Awe can be found at both ends of the scale—from the intricate details of a spider’s web to the vastness of a starry sky.

• Micro-adventures: Use magnifying glasses to explore the hidden world of moss, fungi, and insects. I recently attended the OWL Scotland winter networking event and Lynsey Torrance a countryside ranger from Glasgow had us use those wee dentist mirrors to explore around us. The difference in perspective and seeing the wee nooks we normally cannot see was awe-inspiring.
• Sky gazing: Lie on the ground and watch clouds shift or stars emerge in the evening sky. Whether a homework task or during school, it helps us remember how wee are are.

3. Tap into Storytelling and Myths

Throughout history, humans have used storytelling to explain the wonders of the world. Incorporate folklore and myths into your outdoor lessons—how did different cultures explain the Northern Lights (the the Meerie Dancers as they are in parts of Scotland), the changing seasons (with Bride and the Cailleach), or the patterns of the stars (even Gaelic and celtic cultures have stories for these). These stories add a sense of magic and meaning to the natural world.

4. Witness Natural Phenomena

A sunrise, the first snowfall of winter, a murmuration of starlings—these experiences can create a sense of awe and reverence. Plan outdoor sessions around seasonal changes or natural events to make learning feel truly alive.

5. Embrace the Unknown

Awe often comes from things we don’t fully understand. Encourage children to ask questions without needing immediate answers:

• Why do some trees grow taller than others?
• How does the wind shape the land?
• What would the world look like if we were as small as an ant?

Let them sit in the wonder of not knowing before jumping to explanations.

Why Awe Matters in Outdoor Learning?

1. Deepens Connection to Nature
   
   When children feel awe, they develop a stronger emotional bond with the natural world, fostering a sense of responsibility and care for the environment. It helps them develop the nuances in Learning for Sustainability that we simply cannot develop while sitting at a desk in a classroom. It helps them care.
   
   
2. Boosts Wellbeing
   
   Experiencing awe has been linked to reduced stress and increased happiness. It helps children feel part of something bigger, easing anxiety and promoting a sense of peace. We all know there is a mental health crisis in education and this is a simply way to help.
   
   
3. Enhances Creativity and Problem-Solving
   
   Moments of awe expand the mind, making children more receptive to creative thinking and new ideas. The discussions we had that day about why the leaves fall, why we don’t see them on the ground all year, and the different types of leaves were above what a primary 6 child should be taught about science, yet they were interested and keen to learn more so embraced the challenge.
   
   
4. Encourages Lifelong Curiosity
   
   Awe-inspiring experiences linger in memory, making children more likely to remain curious and engaged learners throughout their lives. Think about moments of awe you have experienced in nature, how did they inspire you?

What Does the Literature Tell Us?

As educators, it is important that we know about the research that impacts our practice. Unsurprisingly, research supports the profound impact of awe on cognitive and emotional development. Keltner & Haidt (2003) describe awe as an emotion that arises when individuals encounter something vast that transcends their understanding, often leading to a shift in perception. What had been a simple art lesson transformed into something much bigger when nature took the lead.

Studies by Piff et al. (2015) suggest that awe promotes prosocial behaviour, making individuals more cooperative and generous—key traits for collaborative outdoor learning. Certainly, the children weren’t just dancing alone that day; they were interacting, laughing, and sharing a moment of pure connection. Awe has the power to break down barriers and create a sense of unity.

Furthermore, Chawla (2020) highlights the connection between awe and environmental stewardship, showing that early experiences of wonder in nature significantly influence lifelong attitudes toward sustainability. This makes sense—how can we expect children to care about the environment if they have never built a personal connection with it? Outdoor learning provides the space to develop these relationships, ensuring that children don’t just learn about nature but also experience it in ways that stir deep emotional engagement.

The importance of nature-connectedness is also emphasised in Louv’s (2005) Last Child in the Woods, which argues that fostering moments of awe in childhood helps counteract “nature deficit disorder,” encouraging curiosity, creativity, and a sense of belonging in the natural world. Reflecting on that day in the playground, I know those children weren’t just learning about leaves or wind patterns—they were feeling something much greater. And that feeling, as the research suggests, stays with them.

These insights underline why awe is not just a fleeting emotion but a powerful tool for deep learning, well-being, and environmental responsibility. Moments of awe are sticky experiences—the kind that embed themselves in memory, inspire lifelong curiosity, and, perhaps most importantly, make children feel truly alive in their learning.

Can Awe Be Measured?

We know in education we are often asked to measure things, outcomes, results. Awe might feel like an intangible, fleeting emotion, but research suggests that it can be measured and studied in meaningful ways. While we often describe awe in poetic or personal terms, scientists have developed various methods to quantify its effects—both in the moment and in shaping long-term attitudes and behaviours.

One of the most widely used tools is the Awe Experience Scale (AWE-S), developed by Yaden et al. (2019). This tool breaks awe into six measurable components: vastness, accommodation (how it shifts our thinking), self-diminishment (the “small self” effect), connectedness, time perception, and physiological sensations like chills or goosebumps. Similarly, the Dispositional Awe Scale (Shiota et al., 2006) assesses how frequently people experience awe in daily life, suggesting that some individuals may be naturally more receptive to awe-inspiring moments.

Beyond self-reported experiences, physiological markers can indicate the presence of awe. Studies show that awe often triggers a slower heart rate, widened eyes, and changes in breathing patterns (Stellar et al., 2015). Brain imaging research, such as work by van Elk et al. (2019), suggests that awe activates the default mode network, the area of the brain linked to self-reflection and perspective-shifting. These findings suggest that awe is not just an emotional reaction—it is a neuroscientific event that changes how we see the world.

Behaviourally, awe has been linked to increased prosocial behaviour, meaning people who experience awe are more likely to show generosity, kindness, and cooperation (Piff et al., 2015). Researchers measure this through economic games, charitable giving experiments, and linguistic analysis—where individuals experiencing awe use fewer self-referential words (“I,” “me”) and more expansive, interconnected language (Anderson et al., 2018).

For outdoor educators, awe doesn’t need to be measured in a lab—it can be observed in the way children engage with their surroundings. Are they asking more questions? Are they physically responding to what they see—leaning in, staring in wide-eyed wonder? Are they talking about their experience later, unprompted? Simple reflective tools like journaling, storytelling, or drawing can help capture moments of awe in outdoor learning, offering insights into how these experiences shape children’s curiosity, emotional well-being, and connection to nature.

Far from being an abstract concept, awe is a measurable, research-backed phenomenon—one that can be deliberately cultivated in outdoor learning to spark curiosity, enhance well-being, and create memorable, transformative experiences.

Cultivating Awe for Lifelong Learning

Awe is not just an emotion—it is an experience that has the power to shape how children see the world, how they connect with nature, and how they engage in learning. It sparks curiosity, encourages deep thinking, and fosters a sense of wonder that goes beyond the classroom walls. In a world that often moves too fast, awe reminds us to slow down, to notice, and to appreciate the magic that surrounds us.

That moment in the playground—when the children abandoned their art to dance among the swirling leaves—was not a disruption to learning. It was learning. It was a lesson in science, in movement, in emotions, and in simply being present. And, perhaps most importantly, it was a moment they will remember far beyond any worksheet or textbook page.

As educators, we do not need to manufacture awe; it already exists all around us. But we can create the conditions for it—by giving children the time, space, and freedom to experience the world with open eyes and open hearts. When we do this, we are not just teaching a lesson—we are nurturing a lifelong love of learning and a deep, lasting connection to the natural world.

So, the next time a gust of wind sends leaves flying through the air, don’t call the children back to order. Instead, step back, watch, and let the awe unfold.

References

• Anderson, C. L., Monroy, M., & Keltner, D. (2018). Awe in nature heals: Evidence from military veterans, at-risk youth, and college students. Emotion, 18(8), 1195–1202. https://doi.org/10.1037/emo0000442
• Chawla, L. (2020). Childhood nature connection and constructive hope: A review of research on connecting with nature and coping with environmental loss. People and Nature, 2(3), 619-642. https://doi.org/10.1002/pan3.10128
• Keltner, D., & Haidt, J. (2003). Approaching awe, a moral, spiritual, and aesthetic emotion. Cognition and Emotion, 17(2), 297–314. https://doi.org/10.1080/02699930302297
• Louv, R. (2005). Last child in the woods: Saving our children from nature-deficit disorder. Chapel Hill, NC: Algonquin Books.
• Piff, P. K., Dietze, P., Feinberg, M., Stancato, D. M., & Keltner, D. (2015). Awe, the small self, and prosocial behavior. Journal of Personality and Social Psychology, 108(6), 883–899. https://doi.org/10.1037/pspi0000018
• Shiota, M. N., Keltner, D., & John, O. P. (2006). Positive emotion dispositions differentially associated with Big Five personality and attachment style. Journal of Positive Psychology, 1(2), 61–71. https://doi.org/10.1080/17439760500510833
• Stellar, J. E., Gordon, A. M., Piff, P. K., Anderson, C. L., McNeil, G. D., & Keltner, D. (2015). Awe and the diminished self: Awe, relative self-size, and prosocial behavior. Journal of Personality and Social Psychology, 108(6), 883–899. https://doi.org/10.1037/pspi0000018
• van Elk, M., Karinen, A. K., Specker, E., Stamkou, E., & Baas, M. (2019). Examining the effects of awe on creativity: The role of emotional arousal and perspective taking. Psychology of Aesthetics, Creativity, and the Arts, 13(3), 359–372. https://doi.org/10.1037/aca0000199
• Yaden, D. B., Kaufman, S. B., Hyde, E., Chirico, A., Gaggioli, A., Zhang, J. W., & Keltner, D. (2019). The development of the Awe Experience Scale (AWE-S): A multifactorial measure for a complex emotion. Journal of Positive Psychology, 14(4), 474–488. https://doi.org/10.1080/17439760.2018.1484940