||Emel (2015) said that outdoor education helps one to develop environmental awareness, attitude, knowledge, time management, social relationship, success motivation, emotion control of people etc. Fletcher (2015) further explored the role of ecotourism in the neoliberalisation of environmental education. Ewert & Sibthorp (2014) identified two branches of outdoor education: environmental education and adventure education. According to them, outdoor adventure education is a variety of teaching and learning activities and experiences that usually involve a close interaction with an outdoor natural setting and contain elements of real and perceived danger or risk in which the outcome, although uncertain, can be influenced by the action of participants and circumstances. Ting & Siew (2014) found that students develop better in their critical thinking skills and science process skills after undergoing an environment-based education. Probably, Gilbertson (2006) did the most complex study of outdoor education (Figure). Outdoor education is irreplaceable method in geographic explorations, but papers which deal with mentioned topic are rare. This research will try to put in focus outdoor education in protected areas from geographic point of view.