Learning that Lives Beyond the Classroom

When the ocean becomes the classroom, learning becomes embodied, relational, and deeply transformative.

Adventure-Based Learning Trainees' Facilitator Training at Windmill Beach

In a time of growing environmental uncertainty and social disconnection, the question is no longer solely focused on what we teach, but how we learn.

Throughout our years of working alongside young people in and around the ocean, it has become clear that lasting care for the ocean does not begin with information alone. It begins by building a relationship with the water through lived experience and learnt responsibility. It begins with time spent in the water, with moments of challenge and reflection, and learning that is rooted in place.

When learning is embodied and relational, it has a profound effect. It shapes not only knowledge, but our awareness, values and the way we care. This understanding guides our Adventure-Based Learning (ABL) programme, where experiential and immersive learning allow the ocean to become the classroom, and  young people learn with nature, not just about it.

What is Adventure-Based Learning?

Adventure-Based Learning is an experiential education approach that incorporates  direct experience, challenge, reflection and the natural environment to support meaningful learning and personal growth.

Rather than treating learning as something that happens in isolation, ABL invites learners into active relationship with their environment, with one another and with themselves. Learning unfolds through doing, noticing, reflecting and adapting, allowing understanding to emerge through experience rather than memorisation alone.

This approach recognises that learning is not only cognitive, but emotional, physical and relational. By engaging the whole person, Adventure-Based Learning supports the development of confidence, communication skills, emotional awareness and adaptability - capacities that extend well beyond the learning environment itself.

Within ABL, the ocean plays a central role. It introduces unpredictability, challenge and calm, offering real moments of uncertainty, presence and reflection. These experiences create space for learners to work with discomfort, build trust in themselves and others, and develop a deeper sense of responsibility and care.

Why is Adventure-Based Learning Needed?

Formal marine and environmental education pathways are often financially and structurally inaccessible, particularly for under-resourced communities. As a result, many people who live closest to the ocean are excluded from opportunities in conservation, education and ocean-related industries.

The Adventure-Based Learning (ABL) programme was developed in response to this gap. Grounded in immersive learning and accredited as an NQF Level 4 qualification, the programme aims to professionalise community-level ocean conservation and education work, while creating alternative, accessible pathways into conservation, education and tourism.

Developed in collaboration with our partners at Contour Enviro Group, the programme supports participants to build meaningful, long-term careers while deepening their connection and sense of responsibility toward the ocean.

Career Pathways and Opportunities

Graduates of the Adventure-Based Learning programme gain access to a range of career opportunities, including:

• Ocean conservation and education roles

• Adventure-based training and facilitation

• Tourism and guiding opportunities

  
  

By combining immersive learning with recognised certification, the programme supports participants to move into professional roles across multiple sectors.

Programme Structure

The programme is structured across three advancing skill levels, allowing participants to grow into leadership roles over time:

• ABL Assistant Facilitator

• ABL Facilitator

• ABL Team Lead

  
  

As participants progress, they earn credits toward an NQF Level 4 certification, while developing leadership, teamwork and facilitation skills through hands-on, experiential learning.

Skills and Certifications

Participants graduate with nationally recognised certifications:

• Adventure-Based Learning NQF Level 4 Certificate Recognised across education, conservation and tourism sectors.

• Cape Town Tourism Registration Enabling graduates to become accredited guides.

• South African Council for Educators (SACE) Registration Recognised for educational and facilitation roles.

  
  

These certifications ensure that immersive, adventure-based learning is supported by professional credibility and real-world opportunity.

What We're Learning From ABL

Each session, outing, and classroom moment is an opportunity to learn — not just for our participants, but for us as facilitators. Through these experiences, we gain insights into both people and process, learning how to lead, adapt, and support growth in ways that go beyond the classroom. 

Here are some of our key takeaways thus far from a programme development and facilitator’s point of view:  

1. Working with Diversity

   - Each year brings a new mix of cultures, backgrounds, and personalities.

   - We’ve learned to appreciate different perspectives, recognizing that every participant has unique learning and leadership styles.

2. Emotional and Group Management

   - Facilitating has taught us to manage our own emotions while supporting others.

   - We’ve grown in handling group dynamics, building trust, and creating safe spaces for learning.

3. Logistics and Lesson Structuring

   - Planning and organizing sessions sharpened our skills in logistics and time management.

   - Structuring lessons with clear flow and purpose ensures participants remain engaged and outcomes are achieved.

4. Mentorship and Support

   - We’ve learned to step into the role of mentor—guiding, encouraging, and supporting participants through challenges.

   - This has strengthened our ability to nurture growth and confidence in others.

5. Interactive Learning Approaches

   - Adding icebreakers, practical activities, and theoretical discussions makes sessions more engaging.

   - Experimenting with different methods helps us see what resonates best with each group.

Looking Ahead: ABL 2026

As the year unfolds, the focus remains on deepening the Adventure-Based Learning journey and supporting the growth of both participants and facilitators. Looking ahead to 2026, the programme is working toward:

• Strengthening leadership pathways across all three ABL levels.

• Expanding place-based and ocean-led learning experiences.

• Integrating science, storytelling and embodied practice more deeply.

• Supporting participants to become ambassadors for ocean care within their communities.

  
  

At the same time, we are carrying forward key facilitation practices and learning approaches to ensure the programme continues to grow and evolve:

• Adaptability: Recognising that each group is unique, facilitators will maintain flexible approaches to suit different dynamics and learning styles.

• Emotional Intelligence: Practicing self-awareness and empathy to navigate group energy and individual needs.

• Structured Planning: Building sessions with clear objectives, while leaving space for creativity and participant-led exploration.

• Mentorship Focus: Strengthening one-on-one and group mentoring to ensure every participant feels supported.

• Engagement Strategies: Incorporating a variety of activities — icebreakers, hands-on exercises, and reflective discussions — to engage multiple learning styles.

• Continuous Learning: Using feedback from participants to refine methods, ensuring the course evolves with each new cohort.

  
  

ABL continues to grow as a programme, guided by experience, reflection, and the insights each new cohort brings, and we are excited to see what 2026 has in store for us all.