Experiential Learning in Geography Education for Environmental Character Development: A Systematic Review and Bibliometric Analysis

Dahri Hi Halek; Eva Marthinu; Syarifuddin Adjam; Darling Surya Alnursa; Mike Mike

doi:10.37905/jgej.v7i2.39564

Experiential Learning in Geography Education for Environmental Character Development: A Systematic Review and Bibliometric Analysis

Dahri Hi Halek, Eva Marthinu, Syarifuddin Adjam, Darling Surya Alnursa, Mike Mike

Abstract

Environmental degradation is prompting researchers and educators to move beyond mere knowledge transmission toward approaches that shape how students think and act toward nature. Although experiential learning and geography education have each attracted widespread attention, no systematic review has examined their intersection, particularly regarding the development of environmental character. This study addresses that gap through a systematic review and bibliometric analysis of peer-reviewed literature published between 2015 and 2026, drawing on three Scopus-indexed datasets covering pro-environmental behavior (n = 2,107), experiential learning (n = 1,461), and geography education (n = 1,226). Following deduplication and PRISMA 2020-guided screening, 44 core studies meeting all three thematic criteria were selected for in-depth synthesis, alongside 342 articles for broader bibliometric analysis. Publication output has risen sharply since 2020. Thematic synthesis of the 44 core studies shows that field research, outdoor learning, and place-based education are the most frequently reported forms of experiential learning in geography-based environmental education, shaping environmental character through three mechanisms: affective engagement with place, active environmental inquiry, and experiential learning through direct interaction with natural systems. These mechanisms are integrated into the Experiential Geography for Environmental Character (EGEC) framework. Middle and high school studies report the strongest impacts on students' environmental attitudes, awareness, and behavioral intentions. However, a gap remains between evidence of effectiveness and classroom implementation, particularly in low- and middle-income countries. Longitudinal and cross-cultural research is needed to move the field beyond single-context, cross-sectional studies.

Keywords

environmental character; experiential learning; geography education; outdoor education; pro-environmental behavior

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References

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DOI: https://doi.org/10.37905/jgej.v7i2.39564