本文簡單介紹了臺灣戶外教育的實踐現況，從業者、學術機構以及政府機構三方之努力進行討論。文章中除定義關鍵術語，解讀戶外教育的兩個分支：探索教育與環境教育，並概述探索／冒險教育的廣度及深度。透過收集整理戶外教育整合型分析（meta-analysis）之研究結果進行論述，將結果以戶外教育中建立之主要關係進行分類並討論。戶外探索教育於臺灣的發展在此文章分為三個面向進行討論：重要著作、營利及非營利組織、政府機構之參與。簡述臺灣發展後，使用國際戶外探索教育生長曲線模型進行現況探討，臺灣過往被列在初期階段（birth stage），經由檢視生長曲線模型中10個指標（40個基準點），分析臺灣戶外產業現況並提出目前所處之階段應為成長階段（growth stage）。後續文中提供建議給臺灣之業界、學界以及政策制定者，避免落入戶外教育先驅國家中過去所遇到的困難以及錯誤。

This article introduces the practice of outdoor learning in Taiwan and discusses the influences of industry practitioners, educational academics, and government officials. The article defines key terms, explains both environmental and adventurous branches of outdoor learning, and overviews the breadth and depth of adventure programming in education. The benefits of outdoor learning are summarized according to the major relationships taught by outdoor learning plus academic performance, where the authors presented many strong meta-analyses research results as evidence. The development of adventurous outdoor learning is traced in Taiwan with discussions of the important authored publications, established organizations, and governmental contributions. In the second half of the article, the international growth curve model is presented with the relative positions of almost two dozen nations. Taiwan's past placement in the birth stage is shown and a case is made for Taiwan's current position being in the growth stage. By examining 40 benchmark measures across 10 growth indicators for outdoor learning, and discussing recent events that evidence the state of affairs in Taiwan, a clear claim is made for the country's established positioning among the world's leading nations in outdoor learning. Several recommendations are added for Taiwan's outdoor learning practitioners, academics, and policy makers to follow in order to avoid some of the pitfalls of the past and achieve the possibilities of the future.