Teaching Guide

This guide brings together resources for educators who design, deliver or evaluate fieldwork in higher education. It includes practical guidance, case studies, digital tools and research to support learning before, during and after fieldwork.

Fieldwork can help students connect theory with places, environments, communities and practical problems. Effective fieldwork, however, requires careful preparation, inclusive design, appropriate technology, clear learning objectives and opportunities for reflection. The resources below are intended to help educators review and develop their fieldwork practice.

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Before fieldwork

Prepare students, establish learning objectives, introduce methods, consider safety and accessibility, and make sure students understand what they are expected to learn.

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During fieldwork

Support observation, data collection, collaboration, interpretation and student-led exploration.

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After fieldwork

Give students opportunities to analyse evidence, receive feedback, reflect on their experience and communicate what they have learned.

Designing fieldwork

Good fieldwork begins with a clear connection between the activity, the learning outcomes and the student experience. Before planning a field visit, consider what students need to understand, what they need to do and why fieldwork is the most appropriate way to achieve those outcomes.

Planning should also consider cost, travel, safety, accessibility, environmental impact, staff workload, student preparation and assessment. Fieldwork may take place in many forms, including local field activities, residential trips, international fieldwork, remote access, virtual environments and blended activities.

Case Studies
Student Guide
Fieldwork Audit Tool

Technology-enhanced fieldwork

Digital technology can support fieldwork by helping students prepare, record observations, collect data, communicate, collaborate and reflect. Mobile phones and tablets may be used for photography, geotagging, mapping, biodiversity recording, short films, file storage and data collection.

Virtual and remote approaches can also provide access to environments that are difficult to visit, support students who cannot participate in a particular way, or supplement direct field experience. Technology should be selected because it supports a clear learning objective, rather than being added simply because it is available.

Mobile Technology
Virtual and Remote Fieldwork
Geotagging Photographs

Inclusive fieldwork

Inclusive fieldwork requires educators to consider who can participate, how participation is organised and what barriers students may encounter. Barriers may relate to mobility, disability, finance, health, caring responsibilities, culture, confidence or previous experience.

Inclusive design should begin during planning. Possible approaches include clearer preparation, flexible participation, remote or virtual access, alternative ways to demonstrate learning, careful risk assessment and communication with students about their needs.

Inclusive fieldwork is not achieved simply by creating an alternative activity. It involves designing learning so that all students can participate meaningfully wherever possible

Fieldwork Audit Tool

The Fieldwork Audit Tool is designed for staff involved in providing fieldwork in higher education. It helps educators examine current practice by identifying strengths and weaknesses and can provide a starting point for research, reflection and evaluation.

The tool can be used to review an individual field activity, a module or a wider programme. It encourages consideration of learning outcomes, preparation, accessibility, safety, technology, assessment, feedback, sustainability and post-fieldwork learning.

Download the Fieldwork Audit Tool
978 3 319 20967 8

Enhancing Fieldwork Learning Using Mobile Technologies

A collection of case studies exploring how mobile technologies can support fieldwork learning. Published by Springer in 2015.

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Teaching Fieldwork in Geography, Earth and Environmental Sciences

A 2025 guide providing practical advice for teaching and learning across geography, Earth and environmental sciences.

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Evaluation and reflection

Fieldwork should be evaluated not only by whether students enjoyed the experience, but also by what they learned, how they participated and whether the activity achieved its intended outcomes.

Useful evidence may include student work, field notes, photographs, interviews, questionnaires, observations, assessment results and reflective writing. Evaluation can help educators identify what worked well, what created difficulties and what should be changed next time.

Interested in EFL?

If you would like to know more about Enhancing Fieldwork Learning, upcoming events or ways to connect with the community, please get in touch.

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