As a possibility for critical forest-based pedagogies, our study explores the pedagogical implications of forest therapy to address environmental justice as social justice in teacher preparation (Beltrán, Hacker and Begun, 2016). Our research question is: How might forest therapy offer reorientations and reimaginings of environmental and social justice for teacher educators? We draw from human-land relationship restoration (Kimmerer, 2013), ecojustice education, embodied and contemplative learning theories and forest therapy. We utilise Barkhuizen and Hacker’s (2009) narrative inquiry design as a framework for the design and data collection of our study. Their data collection and analysis design includes the following dimensions: 1) living the stories, 2) telling the stories in written narratives and 3) analysing and interpreting the stories. We, the researchers, are the participants in this study. Using thematic deductive analysis and constant comparison methods, our study generates three interrelated themes: forest therapy offers new modes of perceiving the world, expands definitions of learning in community and embraces embodied learning with an emphasis on humility and vulnerability. Through exploring these interconnected findings, we explore implications for educators, environmental education and ongoing pedagogical possibilities for meaningful climate action for the flourishing for all living beings.

Friluftsliv is a Scandinavian concept that emphasises a deep connection with nature through outdoor activities. This study examines its transformative role in fostering physical literacy and environmental ethics among international students. The University of South-East Norway offers a year-long programme that integrates theoretical coursework with outdoor experiential learning, including multi-day expeditions, exemplifying embodied pedagogy. Students were observed for one week, and at its conclusion participated in creative focus groups where they discussed and illustrated their most memorable experiences. The winter expedition emerged as a clear highlight. Analysis of interviews and artwork revealed that the teaching methods used enhanced students’ skills, knowledge, social connections, and motivation to engage with nature, thus reinforcing the four pillars of physical literacy. It also fostered a significant emotional transformation. While students initially approached nature from an anthropocentric perspective, the challenges of the winter trip, in particular, helped most of them to shift their outlook towards a more ecocentric view by deepening their connection with the natural environment. This study highlights the powerful role that experiential outdoor education can play in cultivating both physical literacy and environmental stewardship.