This study investigates the significant role of Outdoor Education (OE) in fostering socio-emotional learning, with a particular focus on the impact of emodiversity and emotional ecosystems in school settings. Socio-emotional skills, including emotional regulation, empathy, and collaborative abilities, are increasingly recognized as critical for students' overall development and future success. Within this framework, OE emerges as a transformative approach that enriches emotional learning by providing students with opportunities to engage with diverse and stimulating environments, both natural and constructed. OE offers a multifaceted platform to enhance emotional well-being, particularly within educational contexts. Research has shown that exposure to outdoor settings promotes stress reduction and emotional stability, key components of mental health and academic success (Berman et al., 2008). These environments encourage students to explore a broader spectrum of emotions, a concept referred to as emodiversity, which is linked to better psychological resilience and adaptability. Emodiversity allows students to experience and understand a wide range of emotions, fostering a deeper sense of self-awareness and interpersonal understanding. In addition to personal benefits, OE supports the cultivation of social connections through group-based activities that emphasize teamwork and mutual support. Activities such as problem-solving exercises, cooperative games, and reflective discussions not only nurture empathy and active listening but also create a sense of belonging and collective purpose among participants. This aligns with the findings of Beames, Higgins, and Nicol (2012), who highlight the role of outdoor activities in promoting social cohesion and shared emotional experiences. One of the central concepts explored in this study is the "emotional ecosystem," a dynamic interplay of individual emotions within a group or community context. A healthy emotional ecosystem, characterized by mutual respect and emotional openness, provides a supportive framework for students to practice and refine their emotional competencies. By integrating OE into school curricula, educators can intentionally design experiences that stimulate this ecosystem, encouraging students to navigate complex emotional landscapes collaboratively and constructively. The promotion of emodiversity through outdoor learning experiences has broader implications for educational culture. By embracing diverse emotional expressions and responses, schools can foster inclusive and resilient emotional climates. Such climates empower students to face challenges constructively, enhance their interpersonal skills, and contribute positively to their communities. Chawla (2015) notes that such integrative approaches not only benefit individual well-being but also cultivate a sense of ecological responsibility and connectedness to the natural world. This study underscores the potential of Outdoor Education to transform socio-emotional learning through its emphasis on holistic development. By leveraging the unique attributes of outdoor environments, educators can cultivate emotional resilience, social harmony, and a deeper connection to the world. Future research should explore the long-term effects of OE on students' socio-emotional outcomes and its integration with broader educational goals, ensuring that schools become nurturing spaces for both intellectual and emotional growth.

Keywords: Outdoor Education, socio-emotional learning, emodiversity, emotional ecosystems, emotional resilience.