Introduction
In the 21st-century educational paradigm, which emphasizes individuality, the development of unique potentials, and the realization of each person's existential capacities, outdoor education has emerged as a pivotal approach to restoring humanity's intrinsic connection with nature. Rooted in the biophilia hypothesis, this concept underscores the evolutionary inclination of humans to engage with the natural environment as a biological necessity for survival, well-being, and mental health. However, traditional educational systems, often confined to enclosed, classroom-centric settings, have led to alienation, ivory-tower isolation, and an overemphasis on artificial details. Outdoor education, integrating experiential, adventurous, and place-based learning, serves as a complement to classroom-based education. Drawing on the philosophy of pioneers like Kurt Hahn, it focuses on fostering character, compassion, and socio-environmental responsibility through natural challenges. This study aims to identify the processes for implementing outdoor education through a systematic review, providing a framework for its successful execution to enable policymakers, educators, and administrators to design effective programs and minimize potential errors.

Method
The research adopted a qualitative, documentary-analytical approach, with the study population comprising resources from the Web of Science, Scopus, and ERIC databases up to November 2024. The search strategy combined keywords related to outdoor education, educational levels, and implementation criteria, yielding 785 initial sources. Following the removal of duplicates and screening of titles, abstracts, and full texts by two independent researchers, 62 articles were selected for analysis. Validity was ensured through peer debriefing, and reliability was maintained by consistent coding and regular consensus meetings.

Results
The findings identified four primary implementation processes: planning and design (site selection, curriculum alignment, resource preparation, teacher training); implementation and practical activities (experiential activities, safety management, technology integration, student-centered approaches); evaluation and feedback (continuous assessment, reflection, application of findings); and collaboration and participation (institutional partnerships, student engagement, networking).

Discussion
The findings indicate that outdoor education is not in opposition to classroom-based learning but complements it, addressing the limitations of traditional approaches. By fostering a dialectical relationship between humans and nature, this approach contributes to achieving 21st-century educational goals. For Iran, the development of a national policy framework, reengineering teacher training, and context-specific research are essential. This framework offers a roadmap for transitioning from rigid, classroom-bound education to a holistic paradigm, promoting sustainability and human-nature coexistence.