Defining outdoor science teaching addressing wicked problems: How we worked to make an application process fruitful in itself

In this paper, we discuss our efforts to create a valuable application process by collaborating widely to establish a common definition of Outdoor Science Teaching. We argue that while grant proposal rejections can feel like a loss, the process itself can still be beneficial in shaping research. And we advocate for a community-driven approach to grant applications, ensuring the process enhances academic value and contributes to a coherent research landscape. We discuss Outdoor Science Teaching and its significance in addressing "wicked problems" such as biodiversity loss and climate change. Besides this, we emphasize the importance of considering place, teaching methods, and aims in defining OST and its outcomes.