This contribution examines outdoor education as a pedagogical response to the growing disconnection between children and the natural environment, in alignment with the principles of the 2030 Agenda and the European framework for sustainability competences (GreenComp). Following a concise overview of the international literature, it presents several Research-based Teacher Professional Development (R-TPD) initiatives, including the three-year project “School in Nature”, developed through a collaboration between the University of Bologna, regional CEAS (Education Centers for Environmental Sustainability), and educational institutions. The project aims to support the professional development of environmental educators and teachers through participatory methodologies, meta-reflective tools, and outdoor teaching practices integrated into the curriculum. The analysis of the workshop presented at the CRESPI Conference highlights the crucial role of shared research questions and documentation. The contribution ultimately reflects on the synergy among schools, educators, and local stakeholders, showing how a renewed connection with the natural environment can transform education in ecological, participatory, and sustainable directions.
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