Rock climbing as experiential pedagogy in outdoor education: The positive psychology outcomes and students' well-being

PURPOSE: This study investigates the pedagogical value of rock climbing in Chinese higher education through the dual lenses of constructivist learning theory and the PERMA+IT framework of positive psychology in outdoor higher education studies. METHODS: Drawing on interactive observation, in-depth interviews, and case-based analysis, the research examines how simulated and outdoor climbing experiences shape students' emotional, cognitive, and relational development. RESULTS: Findings demonstrate that climbing cultivates positive emotions, deep engagement, interpersonal and ecological relationships, meaning through self-efficacy, and accomplishment, while also advancing independence and trust as critical sub-dimensions. The results reveal that students not only develop physical competency but also experience heightened resilience, reflective thinking, and a stronger sense of community. CONCLUSIONS: These outcomes highlight rock climbing as a powerful medium for experiential learning that integrates physical challenge with psychological growth and human-nature connection. The study contributes to outdoor education research by evidencing how constructivist approaches and positive psychology principles converge to promote holistic student development and curricular innovation in higher education. CONTRIBUTIONS: Rock-climbing excursion in outdoor higher education merits greater pedagogical integration: it enriches student wellbeing, deepens learning, and empowers students to navigate uncertainty with confidence, an essential capability in contemporary education.