Abstract
Physical inactivity and academic underperformance in STEM (science, technology, engineering, and mathematics) subjects are complex youth issues requiring multifaceted solutions. This exploratory study investigated a novel outdoor learning approach to addressing both issues through an outdoor adventure education (OAE) STEM education programme designed to enhance student engagement and self-determination in STEM subjects and physical activity. Twenty-two high school (secondary school) students participated in a five-day alternative spring break snow science programme that integrated STEM topics with winter outdoor activities (i.e., snowshoeing, downhill skiing, and snowboarding). Results indicated that the OAE STEM programme provided an autonomy-supportive learning climate characterised by experiences of optimal engagement (i.e., flow) and self-determination (i.e., autonomy, relatedness, and competence). Findings suggested that OAE STEM programmes have the potential to enhance high school/secondary school students’ engagement in both physical activity and STEM education. Implications for research and practices that blend STEM education with OAE are explored.