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Background: This literature review explores empirical studies of Culturally Responsive Education Outside the Classroom (CREOtC). It informs future K-12 education research and development in Greenland. CREOtC encompasses outdoor place-based and land-based education and aims to provide quality educati… Background: This literature review explores empirical studies of Culturally Responsive Education Outside the Classroom (CREOtC). It informs future K-12 education research and development in Greenland. CREOtC encompasses outdoor place-based and land-based education and aims to provide quality education for Indigenous and rural students. Methods: The review covers research published between 2000 and 2024 of empirical studies of K-12 school-based outdoor education in Indigenous and arctic communities. Results: It identifies 29 studies demonstrating that CREOtC fosters authenticity and connection between school and place, thus making education relevant for students. Valuing culture and local knowledge made students feel competent and empowered, thereby strengthening their Indigenous identity and fulfilling students’ basic needs according to Self-Determination Theory. This promotes motivation and learning. Conclusion: Critical Pedagogy of Place is a prevalent framework for CREOtC in Indigenous education, and when addressing issues connected to the More Than Human World, it aligns with Systemic Sustainability Education, offering a path for Indigenous communities to enhance educational levels and support a sustainable future. Most studies were qualitative, single cases that lacked evidence of lasting improvements, highlighting the need for quantitative and long-term studies. Strict national curricula and insufficient resources to support teachers were (in some cases) a hindrance to the implementation of CREOtC, as implementation calls for more flexibility and teacher support. Læs mere