Immersive, outdoor educational experiences have been shown to significantly improve students’ environmental knowledge and attitudes. Within the context of higher education, outdoor learning emerges as a highly effective pedagogical strategy for linking theoretical knowledge with experiential practice, thus promoting deeper conceptual understanding and environmental literacy. This study presents an innovative field activity implemented at the botanical garden of the University of the Basque Country (UPV/EHU, Campus of Bizkaia, and hereafter referred to as the Arboretum), designed to integrate scientific inquiry with real-world environmental challenges, providing a meaningful learning experience for students.

The primary objective of the activity was to streghthen students’ competencies in plant ecophysiology as part of the optional course “Plant Ecophysiology” within the Biology degree program at UPV/EHU. It consisted of the identification and diagnosis of adaptations and/or responses to environmental stresses affecting plants (i.e., light stress, biotic stress…) through the collection and physiological analysis of leaf samples from species from the Arboretum. The students were initially organised into small working teams of 3-4 members. Each team randomly selected one card that contained an adaptation or environmental stress. After selecting leaves exhibiting potential visual traits or symptoms of the assigned stress, the teams used portable equipments to measure key ecophysiological parameters. Each working team conducted the measurements autonomously, guided by the instructions of each equipment. The teacher’s role was limited to providing occasional assistance when necessary. The collected data served as the basis for the creation of scientific posters, in which the students documented their stress diagnoses, presented and interpreted their quantitative results and drew their conclusions.

The evaluation was designed to cover two complementary dimensions:
(1) expert evaluation conducted by three teachers and
(2) peer evaluation among working teams, in order to foster collaborative learning, mutual feedback and critical reflection. In addition to these evaluations, students completed a self-assessment survey at the end of the activity to evaluate their own participation, as well as the relevance, challenges and educational impact of the experience.

The integrative approach employed in the field activity was effective in the practical application of theoretical knowledge in real-world contexts. It promoted the development of critical scientific skills, especially in data acquisition, analysis, interpretation, and scientific communication. The activity also enhanced students' collaborative skills through task-oriented teamwork. Furthermore, the activity promoted sustainability awareness by connecting ecophysiological stress responses to broader environmental challenges, thus contextualising plant biology in a globally relevant framework. Student self-assessment evaluation revealed high levels of engagement and a strong appreciation of the Arboretum as a useful educational resource. These findings highlight the value of experiential learning activities to deepen subject understanding while cultivating scientific literacy and sustainability awareness among university students.

Keywords: Experiential learning, collaborative learning, plant biology, scientific literacy.