Canadian Students Explore Danish Nature-Based Pedagogy at Absalon
This month, University College Absalon had the pleasure of welcoming a group of students and a faculty member from Humber College in Toronto, Canada. They participated in a tailored program focused on nature-based pedagogy—one that offered not just theoretical insights into Danish educational principles, but also immersive, hands-on experiences in the heart of the Danish countryside.
Bridging Theory and Practice
A key element of the program was the seamless integration of academic theory with real-life practice. After a few days of classroom sessions, the group ventured out on field visits to Kongskilde Nature Center, forest kindergartens, and a nature- and sports-based free school. These visits transformed nature pedagogy from a classroom concept into a lived, sensory-rich experience.
A Cross-Cultural and Professional Exchange
For the Canadian visitors, it was eye-opening to witness how nature is not merely a backdrop but a foundational element of daily life in Danish early childhood education. Activities that might be considered unconventional elsewhere—such as children using knives and axes—were both surprising and thought-provoking for the group, highlighting the Danish emphasis on trust, independence, and learning through risk.
Together with Danish students from Absalon, the visitors explored how to design activities in and with nature. The program culminated in a collaborative session where the Canadian students facilitated outdoor activities at a forest kindergarten in Sorø, applying what they had learned in a real-life setting.
Cultural Immersion
Beyond professional development, the visit also emphasized cultural exchange. Highlights included a trip to Roskilde with guided tours of the Viking Ship Museum and Roskilde Cathedral. The group also got a taste of Danish food culture—literally—sampling local specialties such as stegt flæsk, brunsviger, and salty licorice.
Mutual Learning and Reflection
The visit made a profound impact—not just on the Canadian participants, but also on the Danish students and staff involved. For the Danes, the opportunity to view their own educational practices through the lens of international peers brought fresh insights and encouraged thoughtful reflection. The exchange became a meaningful convergence of two pedagogical traditions, brought together by a common dedication to children’s development and their natural curiosity about the world around them.
