Abstract
<jats:p>This chapter examines the use of didactic strategies in teaching and learning outside the classroom in early social studies, situated within constructivist and experiential learning frameworks. Using data from a stratified random sample of 309 Slovenian primary school teachers, the study analyses the frequency of use of inquiry-based, project-based, problem-based, and experiential learning, as well as the role of teachers' attitudes in shaping instructional choices. The results show that experiential learning is the most frequently implemented strategy, followed by inquiry-based learning, while project-based learning is used least often. Differences in the use of selected strategies were identified according to grade level, professional title, and years of teaching experience. Multiple linear regression analyses indicate that teachers' personal interest in teaching and learning outside the classroom is the only consistent predictor of more frequent use of all examined didactic strategies. The findings highlight the central role of teacher interest.</jats:p>