As Professor of Outdoor and Environmental Education, Heather promotes and develops the research and learning and teaching profile and activity within the institute, research centres and across the university. She is a theme lead for Outdoor Learning in the Learning, Education and Development (LED) research centre. She is involved in innovative curriculum design and inspiring pedagogic practice and has international experience in curriculum change and development. She was the first Principal Fellow of the Higher Education Academy (PFHEA) at the university.
Heather is a PhD supervisor and examiner and is involved in researcher development in the university. She designs new frameworks for postgraduate courses, collaborates on strategic developments and teaches on undergraduate and postgraduate programmes in Outdoor Studies. She is particularly interested in the exciting opportunities presented for enhancing student experience through active and experiential learning with research connected teaching.
After a doctorate in palaeoecology from Aberystwyth University and a PGCE (secondary) in Outdoor Activities and Geography at Bangor University, Heather worked in Outdoor Education Centres and as a Co-ordinator of Outdoor Education in Cumbria, prior to moving into teacher training in higher education. She established the first Outdoor Studies degree in the UK at St Martin’s College – a legacy institution of the University of Cumbria. Her professional, research and personal interests continue to focus on enabling all young people to have the opportunity to experience outdoor learning.
PhD, PFHEA, PGCE, BSc (Hons), Cert. Nature Conservation.
National Governing Body awards in outdoor activities.
British Canoeing, British Orienteering, Royal Yachting Association, Mountaineering Scotland, Institute for Outdoor Learning.
Outdoor Studies
Outdoor & Environmental Education and Outdoor Learning in formal education
Adventure, environment & sustainability.
Place-based & nature-based learning.
Recent PhD completions (2025-2026)
- Rebecca Hordern - Outdoor learning, development of professional staff-student relationships in secondary schools and engagement with learning
- Joanna Stanberry - Vital Pivot: A resurgent learning theory applied to reflexive governance for sustainability in the Anthropocene
- Neil Windett - Aethestic value and stakeholder engagement in nature conservation
(10 completions)
Prince, H.E., Garrett, B., & Ager, J. (2026). Expanding curricular outdoor learning: Teacher-identified current practices and needs for support in schools in England. Journal of Adventure Education and Outdoor Learning. https://doi.org/10.1080/14729679.2026.2618234
Prince, H. (2025). Teach on the beach within reach: The challenges of, and opportunities for creating place-responsive activities for primary aged children in an area of urban deprivation in the UK. In E. Diana, T. Reato, & A. Bortolotti (Eds.), Discovering nearby nature and urban adventures: Where we live and learning outside. (pp. 140-145). EOE Network Conference 2025 Rimini, Italy, Book of Abstracts. European Institute for Outdoor Adventure Education and Experiential Learning (EOE Network), Rimini, Italy.
https://insight.cumbria.ac.uk/id/eprint/9230/
Prince, H.E. & Annison, E. (2025). Men and menstruation: Views and perspectives influencing participation in adventurous activities. Sport, Education and Society, 30(1), 1-14. https://doi.org/10.1080/13573322.2023.2269213
Fletcher, E. & Prince, H. (2024). ‘Sail training: Perspectives of sea going staff’, in Brown, M. (ed.) The ocean, blue spaces and outdoor learning, 151-162 Oxford; New York: Routledge.
Prince, H. & Barlow, C. (2024). ‘Found in translation: Developing students’ skills and competencies to implement nature-based and place-based outdoor curricula’, in Garnham, W. & Oprandi, P. (eds.) Outdoor learning in higher education: Educating beyond the seminar room, 186-194. SEDA (Staff and Educational Development Association), Oxford, New York: Routledge.
Prince, H. (2024). ‘A postdigital lens on outdoor research’, in Beames, S. K. & Maher, P. T. (eds.) Routledge handbook of mobile technology, social media and the outdoors, 23-31. Oxford, New York: Routledge.
North, C., Hills, D., Maher, P., Farkic, J., Zeilmann, V., Waite, S., Takano, T., Prince, H., Gurholt, K.P., Muthomi, N., Njenga, D., Karaka-Clarke, T.H., Houge Mackenzie, S. & French, G. (2023). 'Artificial Intelligence and Adventure Education and Outdoor Learning: International perspectives.' Journal of Adventure Education and Outdoor Learning. Doi: 10.1080/14729679.2023.2248302
Ager, J. & Prince, H. (2023). 'Charlotte Mason’s Pedagogical Approach. Embedded Outdoor and Experiential Learning'. Texas, US: CMI.
Prince, H. E. & Diggory, O. (2023) ‘Recognition and reporting of outdoor learning in primary schools in England.’ Journal of Adventure Education and Outdoor Learning. DOI: 10.1080/14729679.2023.2166544
Prince, H.E. (2023). ‘Rewilding children and young people: The role of education and schools’, in Hawkins, S., Convery, I., Carver, S. & Beyers, R. (eds.) Routledge Handbook of Rewilding, 295-302. Oxford: Routledge.
Goad, L., Prince, H., Holman, C. & Norman, G. (2023). ‘Cumbria curriculum: place-based learning in Cumbria’. Report for Cumbria County Council. Cumbria: CDEC, CAfS, University of Cumbria.
Waite, S. and Prince, H. (2022) ‘Editorial: Child, place, and others: Interactions that support outdoor learning.’ Journal of Adventure Education and Outdoor Learning, 22(4), 275-277. DOI: 10.1080/14729679.2022.2127114
Prince, H., Hordern, R., Towers, D. & Holman, C. (2022). ‘Outdoor learning and place-based curriculum framework’. Cumbria: University of Cumbria.
Prince, H. E. & Annison, E. (2022) ‘The impact of menstruation on participation in adventurous activities.’ Sport, Education and Society. DOI: 10.1080/13573322.2022.2059756
Prince, H. & Cory-Wright, J. (2022). ‘Outdoor education as a deep education for global sustainability and social justice,’ in Petry, K & de Jong, J. (eds.) Education in Sport & Physical Activity: Global Perspectives & Future Directions, 49-59. Oxford, New York: Routledge
Prince, H.E. (2022). ‘Élaborer des projets de recherche efficaces en plein air’ (Developing effective research projects in outdoor studies), in Auger, D., Roult, R. & Adjizian, J-M. (eds.) Plein air : Manuel réflexif et pratique, 179- 191. Paris: Hermann.
Prince, H. & MacGregor, L. (2022). ‘Outdoor Learning,’ in Cooper, H. & Elton-Chalcraft, S. (eds) Professional Studies in Primary Education, 348-367. (4th ed.). London: SAGE.
Thomas, G. J., Dyment, J., & Prince, H. (Eds.). (2021). Outdoor environmental education in higher education: International perspectives. Cham, Switzerland: Springer International Publishing AG. ISBN 978-3-030-75979
Prince, H. (2021). ‘Outdoor environmental education research and reflective practice’, in in Thomas, G.J., Dyment, J. & Prince, H. (eds.) Outdoor Environmental Education in Higher Education: International Perspectives, 349-361. Cham, Switzerland: Springer International Publishing AG.
Thomas, G., Dyment, J & Prince, H. (2021). ‘Preparing outdoor educators to be transformational teachers and leaders,’ in Thomas, G.J., Dyment, J. & Prince, H. (eds.) Outdoor Environmental Education in Higher Education: International Perspectives, 1-11. Cham, Switzerland: Springer International Publishing AG.
Bren, C. and Prince, H. E. (2021) ‘The experiences of trans and non-binary participants in residential and non-residential outdoor programmes'. Journal of Outdoor and Environmental Education. Doi: 10.1007/s42322-021-00092-9.
Fenton, L., Playdon, Z. and Prince, H.E. (2020) ‘Bushcraft education as radical pedagogy’. Pedagogy, Culture & Society. Doi: 10.1080/14681366.2020.1864659. Published online 26 December 2020.
Prince, H. and Waite, S. (2020) ‘Child, place and others: Interactions that support outdoor learning‘. Call for papers. Journal of Adventure Education and Outdoor Learning. Doi: 10.1080/14729679.2020.1844774. Published online 30 November 2020.
Seaman, J., Dettweiler, U., Humberstone, B., Martin, B., Prince, H. and Quay, J. (2020) ‘Joint recommendations on reporting empirical research in outdoor, experiential, environmental and adventure education journals’. Journal of Experiential Education. Doi: 10.1177/1053825920969443. Published online 21 October 2020.
Prince, H.E. (2020) ‘The lasting impacts of outdoor adventure residential experiences’, Journal of Adventure Education and Outdoor Learning. Doi: 10.1080/14729679.2020.1784764, published online 25 June 2020.
Prince, H.E. (2020) 'The sustained value teachers place on outdoor learning', Education 3-13, International Journal of Primary, Elementary and Early Years Education, 48(5), 597-615, doi: 10.1080/03004279.2019.1633376
Prince, H.E. (2019) ‘Capturing outdoor experiences using social networking sites: Exploring students’ practices through photo-elicitation’, in Kokalji, I. (ed.) The Mediation of Experiences by Technology in the Outdoors, 76-80, Bohinj, Slovenia, CŠOD.
Humberstone, B and Prince, H. (2019) Research Methods in Outdoor Studies. Oxford, New York: Routledge.
Prince, H. and Humberstone, B. (2019) 'Introduction', in B. Humberstone and H. Prince (eds) Research Methods in Outdoor Studies. Oxford, New York: Routledge. pp.1-6.
Prince, H. and Mallabon, L. (2019) 'Designing effective research projects in outdoor studies', in B. Humberstone and H. Prince (eds) Research Methods in Outdoor Studies. Oxford, New York: Routledge. pp. 33-43.
Hayes, T. and Prince, H. (2019) 'Shared-story approaches in outdoor studies: The HEAR (Hermeneutics, Auto/Ethnography and Actin Research) 'listening' methodological model, B. Humberstone and H. Prince (eds) Research Methods in Outdoor Studies. Oxford, New York: Routledge. pp. 153-163.
Allin, L., Prince H. and Humberstone, B. (2019) 'Publishing and disseminating outdoor studies research', B. Humberstone and H. Prince (eds) Research Methods in Outdoor Studies. Oxford, New York: Routledge. pp307-316.
Prince, H.E.(2019) ‘Changes in outdoor learning in primary schools in England, 1995 and 2017: Lessons for good practice’, Journal of Adventure Education and Outdoor Learning, 19(4), 329-342, doi:10.1080/14729679.2018.1548363
Prince, H.E. (2018) ‘School-based outdoor education: Lessons for enabling good practice for children 3-11 years’, in G. Thomas (ed.) Book of Abstracts (peer reviewed), 14, 8th International Outdoor Education Research Conference, Queensland, Australia, University of the Sunshine Coast.
Prince, H.E. (2018) ‘Making sense of the sensory outdoors’, in M. Leather (ed.) Atmospheres and Hauntings, 91-96, Plymouth, Plymouth Marjon University. pp.91-96.
Prince, H.E. and Hayes, T.A. (2018) ‘Evidencing atmospheres and narratives: Measuring the immeasurable?’, in M. Leather (ed.) Atmospheres and Hauntings. Plymouth: Plymouth Marjon University. pp.97-102.
Prince, H., Christie, B., Humberstone, B. and Pedersen Gurholt K. (2018) ‘Adventure Education and Outdoor Learning: examining journal trends since 2000’, in P. Becker, B. Humberstone, C. Loynes and J. Schirp, (eds.) The changing world of the outdoors. Oxford: Routledge. pp.144-159.
Humberstone, B., Prince, H.E. and Mansfield, L.T., (2018) ‘The environment, physical activity, recreation and the outdoors’, in J. Piggin, L. Mansfield and M. Weed (eds.) Routledge Handbook of Physical Activity Policy and Practice. Oxford: Routledge. pp.209-223.
Prince, H.E. (2018) ‘Text messaging as a near synchronous method of remote support in outdoor adventurous settings’. Applied Mobilities, 3(2), 168-184. Doi: 10.1080/23800127.2017.1347028.
Fletcher, E. & Prince, H.E. (2017) ‘Steering a course towards Eudaimonia: The effects of sail training on well-being and character’. Journal of Adventure Education and Outdoor Learning, 17(3), 179-190. Doi: 10.1080/14729679.2017.1294490.
Prince, H. E. (2016) Outdoor experiences and sustainability. Journal of Adventure Education and Outdoor Learning, 17(2), 161-171. Doi: 10.1080/14729679.2016.1244645.
Prince, H.E. and Loynes, C. (2016) ‘Adventure, nature and commodification’ in Convery, I. & Davis, P. (eds) Changing perceptions of nature. Boydell & Brewer: Newcastle University ‘Heritage Matters Series’. pp.227-233.
Prince, H.E. (2016) ‘Principal Lecturer to Principal Fellow: on cloud nine with a few clouds in between. Blog for Higher Education Academy. Available at: https://www.heacademy.ac.uk/blog/principal-lecturer-principal-fellow-cloud-nine-few-clouds-between
Humberstone, B., Christie, B. and Prince, H. (2016) Editorial update. Journal of Adventure Education and Outdoor Learning, 16 (1). p. 1.
Humberstone, B., Prince, H. and Henderson, K.A. (2016) International Handbook of Outdoor Studies. Oxford: Routledge.
Prince, H. and Exeter, D. (2016) ‘Formal curricular initiatives and evaluation in the UK’. In Humberstone, B., Prince, H. and Henderson, K.A. (eds) International Handbook of Outdoor Studies. Oxford: Routledge. pp. 141-150.
Prince, H. (2016) ‘Constructs and theoretical concepts in outdoor studies’. In Humberstone, B., Prince, H. and Henderson, K. A.(eds) International Handbook of Outdoor Studies. Oxford: Routledge. pp. 7-9.
Prince, H. (2016) ‘Formal education’. In Humberstone, B., Prince, H. and Henderson, K. A.(eds) International Handbook of Outdoor Studies. Oxford: Routledge. pp.81-84.
Humberstone, B., Prince, H. and Henderson, K (eds) (2016) ‘Introduction’. In Humberstone, B, Prince, H. and Henderson, K. A. (eds) International Handbook of Outdoor Studies. Oxford: Routledge. pp. 1-4.
Prince, H. E. (2014) ‘Eliciting nature and landscape writing through outdoor experiences’, in Varley, P. and Taylor, S. (eds). Being there: slow, fast, traditional, wild, urban, natural… Proceedings of the 2nd International Adventure Conference, Sabhal Mòr Ostaig, Skye, 21-23 May 2013 (pp 83-89) Fort William, The Centre for Recreation and Tourism Reearch: University of the Highlands and Islands.
Prince, H. E. (2013) Writing for the UK Professional Standards Framework: an autobiographical narrative. Practitioner Research in Higher Education 7(1), pp.4-10.
Prince, H. E and Allin, L.; Hansen Sandseter, E. B. , and Ärlemalm-Hagsér, E. (2013) Outdoor play and learning in early childhood from different cultural perspectives. Journal of Adventure Education and Outdoor Learning, 13(3), pp.183-188.
Prince, H. E. (2013) 'Children Learning Outside the Classroom. From Birth to Eleven' Reviewed, Journal of Adventure Education and Outdoor Learning, 13(2), pp. 180 - 182.
Prince, H. E., Bunce, R. G. H. and Jongman, R. H. (2012) Changes in the vegetation composition of hay meadows between 1993 and 2009 in the Picos de Europa and implications for nature conservation. Journal for Nature Conservation (20), pp.162-169.
Cammack, P., Convery, I. and Prince, H. E. (2011) Gardens and birdwatching: Recreation, environmental management and human-nature interaction in an everyday location. Area 43, pp.314 - 319.
Dykes, N. T., Prince, H. E., Lemmey, R. P., and Bunce, R. G. H. (2007) ‘The Picos de Europa mountains, north-west Spain, an inspiration to non-specialist students to study living cultural landscapes’ in Bunce, R.G.H., Jongman, R.H., Hojas, L. and Weel, S. (eds.) 25 years of landscape ecology: Scientific principles in practice. International Association of Landscape Ecologists: Waganingen, The Netherlands. p.758.
Fletcher, E. & Prince, H.E. (2017) Steering a course towards Eudaimonia: The effects of sail training on well-being and character. Journal of Adventure Education and Outdoor Learning. DoI: 10.1080/14729679.2017.1294490.
Associate Editor and Editorial Board Journal of Adventure Education and Outdoor Learning, including co-editor of Themed Edition on outdoor play, 'Child, place and others'
External Examiner: Atlantic Technological University, University of Edinburgh and Plymouth Marjon University
PhD, DProf, EdDoc, MPhil examiner (22 examinations globally)
Visiting lecturer: Phillips University, Marburg, Germany; University of Santiago de Compostela, Lugo, Spain
Place-based, outdoor curriculum scoping for Cumbria County Council; Morecambe Bay Curriculum Framework (KE project)
Product design research: Lowe Alpine
REALISE project (Researching Experiential Active Learning Initiatives for Student/Staff Engagement)
Social Impact Study: Ocean Youth Trust North (Sail Training)
Morecambe Bay Curriculum (Eden Project Morecambe) Steering Group
