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Article |
El senderismo como actividad formativa en los jóvenes:
experiencias en cienfuegos
Jorge Misas Hernández[*]
María Magdalena López Rodríguez del Rey*
Delvis Toledo de la Cruz*
Abstract
Hiking has gained popularity as a recreational
activity, but its educational potential for young people remains largely
unexplored. The objective of this study was to develop a methodological
framework for promoting hiking as an educational activity, based on the
systematization of the educational experiences from the “La Viña” project with
young people in Cienfuegos. A qualitative methodology with a critical-social
approach was employed, based on the systematization of experiences and
documentary analysis. The results show that hiking, when planned with
pedagogical intent, promotes the development of decision-making skills,
teamwork, leadership, and environmental awareness. The study concludes with a
methodological proposal structured in three phases (preparation,
implementation, and evaluation) that can be replicated in both formal and
non-formal educational contexts.
Keywords: Hiking, youth, education, nature, leadership
Resumen
El senderismo ha ganado
popularidad como actividad recreativa, pero su potencial formativo en jóvenes
aún es poco explorado. Este estudio tuvo como objetivo elaborar un proceder
metodológico para el desarrollo del senderismo como actividad educativa, a partir
de la sistematización de las experiencias formativas del proyecto "La
Viña" con jóvenes en Cienfuegos. Se empleó una metodología cualitativa con
enfoque crítico-social, basada en la sistematización de experiencias y el
análisis documental. Los resultados evidencian que el senderismo, cuando se
planifica con intencionalidad pedagógica, favorece el desarrollo de habilidades
para la toma de decisiones, el trabajo en equipo, el liderazgo y la conciencia
ambiental. Se concluye con una propuesta metodológica estructurada en tres
fases (previa, ejecución y evaluación) que puede ser replicada en contextos
educativos formales y no formales.
Palabras clave: Senderismo, jóvenes, formación, naturaleza, liderazgo
Introduction
Hiking, understood as the organized practice of outings and activities in
nature, generally tends to be a recreational experience that can become a
comprehensive educational experience, especially for young people. By its very
nature, hiking consists of walking through nature along trails (hence its name)
to reach a predetermined destination that, for whatever reason, may be of
interest to those who practice it (Rodríguez-Cortés & Jiménez-Gutiérrez,
2022).
According to Muele and Backman (2019), the reasons
for hiking go beyond the mere pursuit of physical exercise. They include
connecting with nature, personal challenge, escaping the urban routine, and
socializing, making it a holistic physical activity that integrates physical
and mental well-being.
Hiking has established itself as the central
physical activity in nature tourism. Its accessibility and adaptability make it
an economic driver for rural areas, while also promoting active lifestyles
among its practitioners (Pomfret & Doran, 2022).
First and foremost are the benefits of hiking for mental and physical health. Its impact on mental health is
linked to the potential that outdoor activities offer to reconnect with
feelings of wonder and admiration, while also helping to reduce anxiety and
depression. From a physical standpoint, it improves cardiovascular health,
enhances balance and coordination, and offers the potential to manage the risks
of hypertension, diabetes, and obesity; therefore, fostering these benefits
from an early age helps prevent these potential diseases.
Hiking, defined as the activity of walking along
trails in natural environments (Fondón, Linares, and Cárdenas, 2018),
transcends its basic function of getting from one place to another to establish
itself as a recreational practice of profound value. Its essence lies in the
unique combination of accessible physical exercise, direct contact with the
natural environment, and opportunities for personal and geographical
exploration. Far from being a mere walk, hiking stands as a holistic experience
that promotes well-being across multiple dimensions.
In the economic sphere, hiking acts as a catalyst
for economic growth, particularly in rural and remote communities; above all,
it fosters conditions for the development of family farming, agribusiness,
local commerce, and gastronomy (López-Sanz et al. (2021) and redefines the
potential of the tourism sector, both in terms of the locations where the
activity takes place and the conditions this type of activity generates in
those areas. It should be noted that hiking is practiced in rural areas, but
also in natural parks, protected natural areas, heritage sites, coastal zones,
the desert, and even in areas considered semi-urban.
Hiking is much more than just a simple walk
outdoors. It is a multifaceted recreational activity that uniquely combines
improved physical health, psychological well-being, exploration of the
environment, and personal growth. Its adaptable nature and minimal equipment
requirements make it a democratic and powerful tool for counteracting the
effects of a sedentary lifestyle and the stress of modern life, inviting people
to become explorers of both the external and internal landscapes.
In general, all trails serve several functions, such
as: providing access and recreational routes for visitors; facilitating
educational activities; and protecting natural areas. Therefore, the
construction and use of trails are essential. However, the key to hiking lies
in the planning of the trails; they must be viewed as a means to raise
awareness, foster appreciation, and encourage a shift in perception and mindset
regarding natural conditions and resources, while also promoting well-being.
Well-designed, constructed, and maintained trails
serve different purposes. This explains why trails are classified according to
their purpose, difficulty, setting, and type; there are mountain, coastal, and
urban trails, as well as short- and long-distance, circular, linear, and themed
trails, among others. Knowing the type of trail helps to better plan the
activity and adjust expectations.
In some cases, there are interpretive trails in
protected areas, which are generally linked to visitor centers and campgrounds.
Their objective is to showcase the area’s flora, fauna, and other natural
features in a way that is engaging for visitors. In some instances, these
trails require a guide or interpreter to explain what can be observed, thereby
facilitating environmental interpretation (Watson et al., 2021). In other
cases, they are self-guided, as the routes rely on signs, posters, or brochures
that help interpret the trail’s attractions.
Also included are hiking trails that are longer in
length and offer scenic or ecological value; these are designed based on their
technical characteristics and marked in a way that ensures safety and minimizes
negative impacts on the environment. There are also restricted-access trails
that use environmental interpretation as a way to stimulate visitors’ interest
in learning about and understanding the relationship between humans and the
environment—in an engaging manner and through a process of reflection that
leads them to their own conclusions.
In this context, there are also cultural or
historical trails—which connect heritage sites, ruins, or monuments—and transit
trails, traditionally used to connect communities or rural areas. Additionally,
there are educational/interpretive trails, which include informational panels
on flora, fauna, or geology.
In any case, hiking offers a simple way to
experience and engage with the landscapes of national parks, heritage sites,
and protected areas; it contributes to the protection of natural resources and
provides recreational opportunities for the general public. Therefore, when
establishing these trails, it is essential to ensure that they provide a safe
alternative for reaching remote locations with tourist and recreational
attractions (Serrano-Barquín & Osorio-García, 2022).
In Cuba, hiking has established itself as a leading
tourist and recreational activity, characterized by sustained growth in nature
trails, cultural integration, and the promotion of ecotourism—all of which
strengthen a deep connection between nature, history, and sustainability,
particularly in regions such as Viñales, the Sierra Maestra, and the Escambray.
In general, the identification of trails recognizes progressive accessibility
and the appreciation of biodiversity as basic criteria: this reinforces ecological
identity and positions community-based ecotourism as an opportunity to
incorporate into the trails a combination of unique natural landscapes with
historical, tourist, and sociocultural elements, transforming each activity
into an attractive, comprehensive, and distinctive experience.
In Cienfuegos, hiking experiences are concentrated
in the Sierra del Escambray, the Topes de Collante Natural Park, and the
Southern Circuit along the road to Trinidad, with trails that combine
waterfalls, mountains, crystal-clear rivers, coves, coastline, and panoramic
viewpoints. Notable trails include El Nicho, Guanayara Park, the Centinelas del
Río Melodioso Trail, and hikes to Charco Azul, Nengoa, and El Brazo—ideal for
those seeking nature, adventure, and interaction with local communities.
However, when it comes to hiking, the participation
of young Cubans stands out notably, especially in activities linked to both
domestic tourism and community and educational programs that promote projects
by groups or individual initiatives focused on connecting with nature and
environmental conservation. However, projects organized by associations,
educational institutions, and youth movements tend to take priority, where
youth groups combine sports, ecotourism, environmental conservation, and
healthy recreation. Through these experiences, local and visiting youth share
their experiences on platforms that promote hiking as a social and recreational
activity, including birdwatching and nature photography, among other engaging
activities.
The systematization of these formal experiences
serves as inspiration for individual or group initiatives, such as the group La
Viña, which began its activities in Cienfuegos in 2022. The empirical nature
that formed the basis of the experience served as a reference point for delving
deeper into the theoretical and methodological study of this type of activity,
with the aim of developing a project focused on creating an educational tool to
contribute to the development of young people through the practice of hiking.
These objectives defined the research problem,
framed as a question regarding the contribution of the La Viña project’s
experience to the holistic development of young people. The following objective
was established: To develop a methodological approach for promoting hiking as
an educational activity, based on the systematization of the educational
experiences of the La Viña project with young people in Cienfuegos.
Materials and methods
This study is classified as qualitative research, characterized by
addressing the scientific problem from a critical-social epistemological
perspective, through description and intervention aimed at transforming
reality. According to Palacio (2021), the dialogical rationality of
interdisciplinarity demonstrates how the critical and dialectical approach
articulates levels of knowledge and the transformation of reality in
educational contexts. According to Martínez et al. (2019), socio-formative
research entails a commitment to social transformation through the critical
identification of problems in the classroom and the proposal of contextualized
local solutions.
We employed Jara’s (2018) systematization of
experiences, which consists of five stages: starting point, initial questions,
process review, analysis and interpretation, and conclusions. During the
research process, various theoretical and empirical methods were employed in
accordance with the task at hand. First, to
outline a theoretical framework for justifying and substantiating the
experiences, grounded theory was used, based on a content analysis of various
academic and research findings shared in academic networks and in the main
databases of Scopus and Scielo.
Initially, a documentary and descriptive study was
conducted, based on a systematic review of the scientific literature using
criteria related to the pedagogical concept of hiking and its contribution to
the holistic development of young people’s personalities. The selection of
sources through purposive sampling adhered to criteria aligned with the topic
and the Ibero-American geographical context, particularly in Latin America. The
selection of sources included academic articles published between 2020 and 2025,
theses, and organizational documents.
The analyses, inferences, and conclusions were based
on the relevance of the available sources in Spanish-language publications
included in journals ranked by Scimago JR. In this case, the sample included 21
articles from Spain (4), Mexico (3), Venezuela (2), Colombia (2), Peru (3),
Chile (1), and Cuba (6).
Key competencies were identified, and the group
dynamics observed during field activities were analyzed, prioritizing the
perspective of the young participants themselves.
In a second phase, the experience of the La Viña
project was systematized through group discussions, interviews, participant
observation, reports, and online debates regarding the pedagogical practices
implemented, the logistical and emotional challenges faced by the young people,
and their perception of the impact on their personal and group development.
In a final stage, the authors consolidated and
brought coherence to the body of previous reflections, weaving together a
logical framework that crystallized into a defined methodological approach.
This design is not merely a sequence of steps, but an integrative structure
that harmonizes diverse educational objectives—ranging from cognitive to
attitudinal. Its true power lies in how this framework synergistically
stimulates the development of technical skills, practical abilities, resilient
attitudes, and values of cooperation and respect for the environment. The
result is a pedagogical approach that, beyond teaching hiking, genuinely
empowers young people, equipping them with the comprehensive tools necessary to
tackle, understand, and enjoy the activity with autonomy, safety, and a deep
awareness of their experience in nature.
Results
The emergence of hiking is linked to the fulfillment
of survival needs, but it evolved into a cultural, spiritual, and ultimately
sporting practice. From nomadic travel, medieval pilgrimages, scientific
expeditions, and romantic mountain walks in Europe, the institutionalization of
hiking as a recreational activity dates back to the 19th century.
Within this context, hiking became a way to revalue
natural and cultural heritage, integrating walking with historical and artistic
exploration, while also serving as the genesis of the environmental movement
and environmental awareness, as its purpose was promoted as a form of
respectful contact with nature and a means of fostering physical health,
psychological well-being, and positive socialization among participants.
In general, the physical and mental health benefits
of hiking are perhaps among its most widely recognized aspects (Páramo et al.,
2023; Ramírez-Valverde & Reyes-García, 2025). Recent research by
López-Fernández et al. (2021); Martínez-González et al. (2022); and
González-Jurado & Naranjo-Orellana (2023) asserts that hiking improves cardiovascular health, reduces the risk
of developing cancer, and promotes longevity; it can also help with weight
management and improve balance, posture, and coordination. Likewise, the mental health
benefits of hiking include reduced anxiety and depression, as well as improved
cognition, memory function, and problem-solving skills.
In fact, sharing a hiking experience creates
opportunities to strengthen social bonds, develop new friendships, and improve
interpersonal trust. Furthermore, the shared experience in a natural setting
fosters the creation of positive memories and a sense of belonging to a group,
while generating a meaningful form of social interaction that can reduce
feelings of loneliness and isolation (Martínez-López, Rodríguez-Piñero, & Sánchez-Gómez,
2022), as people feel accompanied and supported during this experience, which
contributes to their emotional and psychological well-being.
In this context, group activities in natural
settings become an educational opportunity, as outdoor activities offer
numerous benefits for young people’s personal and social development; they help
them integrate better into society, facilitate the acquisition of diverse
knowledge, and stimulate the development of social skills, enabling them to
feel like an active part of a community. Authors such as Chawla (2020) and
Goldenberg, McAvoy, and Klenosky (2022) support these claims:
· Young people take on leadership roles in planning
and carrying out activities, which strengthens their ability to make decisions
and solve problems in real-life situations. During a hike, young people face
various situations that require quick and effective decision-making, such as
choosing which route to take or resolving unexpected problems. This ability to
make decisions under pressure is crucial for leadership, where leaders must be
able to assess the situation, consider different options, and act with
determination.
· The collaborative nature of hiking trips requires
coordination, dialogue, and empathy, fostering social skills essential for
effective leadership. Hiking fosters collaboration and teamwork, as young
people must coordinate with one another to achieve their goals and overcome the
challenges that arise during the hike. This skill is essential for leadership,
as a good leader knows how to delegate tasks, motivate their team, and work
together to achieve common goals.
· Contact with nature and group interaction foster
values of respect, solidarity, and commitment to the community and the
environment.
· Facing challenges in changing contexts stimulates
reflection and creativity—skills aligned with transformational leadership.
· Hiking presents constant challenges, such as
difficult terrain or sudden weather changes, which require problem-solving
skills to overcome them successfully. Young people who go hiking learn to adapt
to changing situations, seek creative solutions, and remain calm in the face of
adversity—valuable skills for leadership.
· During a hike, clear and effective communication
among group members is crucial to ensuring everyone’s safety and well-being.
Hiking fosters interpersonal communication skills, active listening, and
empathy—fundamental aspects of leadership, where the ability to convey ideas,
motivate others, and resolve conflicts is essential.
· Hiking gives young people the opportunity to face
physical and mental challenges, push their own limits, and discover their
strengths and weaknesses. This experience builds self-confidence, fosters
autonomy and independence, promotes personal leadership, and teaches them to
take responsibility for their actions—qualities that are essential for leading
others.
· It fosters a connection with, understanding of,
and respect for the natural environment, as well as a desire to improve and
enjoy it. This should be reinforced by developing a critical awareness of
environmental issues.
These findings align with previous research
highlighting the need for educational practices that allow young people to
exercise leadership in an active and meaningful way. Hiking, by offering a safe
yet challenging environment, serves as an ideal setting for training leaders
capable of making an impact in their social, family, work, and school
environments.
Systematization of Experiences in Cienfuegos
In 2022, individuals interested in exploring and
taking advantage of the physical and geographical conditions of Cienfuegos and
the country to expand their knowledge and utilize outdoor activities as a
recreational opportunity organized the La Viña project. The project was
composed of various young students and working professionals with different
specializations, who held various roles across different sectors.
The initial experiences focused on the value of the
landscape and the attractions of the coast in south-central Cuba: the beautiful
views of Bolsa Bay (Jagua Bay); the vast plains stretching to the north, the
beautiful valleys, and the mountainous portion of the Guamuhaya Massif—home to
the highest peak in the country’s central region, Pico San Juan—as well as
sites of archaeological significance and lush flora and fauna, all of which
make up the territory’s natural heritage.
Any of these destinations offers the opportunity to
interact with the people who make their lives in these environments, whether
living alone or in settlements. Local residents and hikers share their
knowledge of nature and local history, and help protect and promote the
territory’s cultural heritage.
The project, which began informally, gradually took
shape with each activity. Initially, the outings took place quarterly, but the
intervals between them gradually shortened and the destinations diversified,
transforming the experience from recreational hiking to exploratory hiking.
From the very first outings, priority was given to
activities in rugged terrain where the group’s progress carved out the path and
fostered an appreciation for natural beauty and the development of survival
skills; yet at every step, there was an opportunity to share experiences that
fostered values of solidarity and sensitivity. Organizing, planning, and
ensuring the success of the activities required collaborative decision-making
and the equitable distribution of tasks in each instance.
As the project continued, it began to involve young
people from provinces such as Havana, Mayabeque, Artemisa, Sancti Spíritus,
Ciego de Ávila, and Villa Clara, creating spaces for socialization, emotional
connection, and the exchange of knowledge. These encounters, based on
participants’ educational backgrounds, experiences, and daily routines,
fostered the deepening of friendships, cultural exchange, and shared
perspectives.
Throughout each experience, it was deemed necessary
to systematize the lessons learned and emotional states. Reflection was linked
to processes of self-evaluation and self-discovery on each route. This gave
rise to an interest in documenting these experiences, which amplified the
impact of what was experienced through the publication of the activities on
forums and social media. As part of this process, the reflections were also
transformed into journalistic reports that reinforced the educational nature of
the experiences and expanded opportunities for other young people to
participate.
A re-examination and pedagogical analysis of the
notes from each expedition revealed the potential to validate a methodological
approach that could be used in organizing other hiking groups, particularly in
the university setting. In this case, it was determined that, in general, the
proposal to be shared should become a flexible and contextualized framework,
open to new adjustments and interpretations by the groups as needed.
However, as knowledge generated through practice,
the educational intent of the hiking activities should align with the
requirements of any pedagogical experience. This involves conceiving them as a
process, planning them around learning objectives and content with practical
value, and selecting routes according to the participants’ characteristics. The
coordinator or facilitator of the experience takes on a leadership role in the
educational process but must ensure that all participants are engaged and share
their experiences with others, creating networks of collaborative and
emotionally supportive learning.
Therefore, the plan of action should follow the
stages outlined below.
Table 1. Sequence of Hiking as an Educational Activity
|
Etapa |
Previa |
Ejecución |
Evaluación |
|
Objetivo
|
Asegurar
el proceso formativo. |
Desarrollo
de capacidades, habilidades y hábitos. |
Valoración
y proyección futura de la experiencia. |
|
Acciones |
Caracterización
y diagnóstico de necesidades y posibilidades de los participantes Determinación
de objetivo y contenidos. Investigación
sobre flora, fauna, geología o historia del lugar. Diseño
de la ruta: elaboración de mapas, fichas de observación y cuadernos de campo. Socialización
de conceptos básicos según el objetivo de la actividad Aseguramiento
logístico. |
Acceso a
la ruta y retroalimentación de expectativas condiciones Distribuir
misiones (fotógrafo, anotador, explorador, servicios, guías) Registro
de observación guiada (identificar especies, analizar paisajes, reconocer
huellas humanas en el entorno). Desarrollo
de actividades en grupo: juegos, reflexiones, talleres, iniciativas) Reflexión
y análisis posterior Comunicación
de resultados en exposición oral, mural o presentación digital. Análisis
metacognitivo de los aprendizajes y valor formativo. |
Convocatoria
al taller de valoración. Elaboración
y socialización de rúbricas. Determinación
de aciertos y desaciertos organizativos y formativos. Identificar
posibles usos de los aprendizajes. Elaboración
de propuestas de continuidad:
integración del senderismo como hábito saludable y educativo. Elaboración
de productos de comunicación y socialización de aprendizaje. |
|
Resultados
Formativos
|
Sensibilización
y motivación con la actividad. |
Construcción
de la experiencia de aprendizaje y convivencia. |
Desarrollo
metacognitivo y proyectivo del proceso formativo. |
(Author’s own work)
To implement this proposal, the following
psycho-pedagogical requirements must be met:
First: Ensure an interdisciplinary approach with an
emphasis on curriculum areas, promoting comprehensive and contextualized
learning.
Second: Prioritize direct experience in the natural
environment, encouraging the use of active and experiential methodologies such
as observation, exploration, and critical reflection.
Third: Promote challenges appropriate to the
students’ age and level, fostering autonomy, resilience, and teamwork while
accommodating diversity.
Fourth: Take into account the physical, cognitive,
and emotional abilities of the participants, ensuring inclusion and safety.
Fifth: Foster socio-emotional development through
cooperation, coexistence, and mutual respect, while reinforcing and expanding
the connection with nature, environmental awareness, and sustainability as a
value.
In any case, those involved must recognize the
developmental nature of the activities without losing sight of their intended
purpose and holistic orientation, thereby transforming the natural environment
into an open classroom. The responsibility for achieving these results lies
with educators, who must, above all, be nature lovers and become advocates for
education for sustainable development, which facilitates the motivation and
educational focus of the activities.
The study confirmed that hiking, beyond its widely
documented physical and recreational benefits, is an activity of high
educational value. When planned with educational intent, it fosters the
development of socio-emotional skills (leadership, teamwork, decision-making),
cognitive skills (problem-solving, critical thinking, environmental awareness),
and attitudinal skills (respect, solidarity, social responsibility). This
evidence supports its consideration as a holistic learning experience rather
than a mere recreational activity.
A critical analysis of the process experienced by
the group of young people allowed us to identify the essential educational
components that any educational hiking experience should include: participant
assessment, definition of objectives and content, design of routes with
educational value, assignment of roles, reflective journaling of the
experience, and metacognitive evaluation. It became evident that the voluntary
and self-managed nature of the project did not limit its educational potential
but rather enhanced the participants’ involvement and commitment.
As the main outcome of the research, a
methodological procedure was developed, structured into three
phases—preparation, implementation, and evaluation—that integrates specific
actions, expected learning outcomes, and psychopedagogical requirements. Its flexible
and context-specific design allows it to be adapted to different age groups,
geographic settings, and educational purposes. It therefore constitutes a tool
that can be transferred to both formal contexts (universities, educational
institutions) and non-formal contexts (community projects, associations, youth
organizations).
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Universidad
de Cienfuegos: Carlos Rafael Rodríguez, Cuba jorge.misashernandez95@gmail.com
https://orcid.org/0000-0002-7180-4298
Universidad
de Cienfuegos: Carlos Rafael Rodríguez, Cuba
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Universidad
de Cienfuegos: Carlos Rafael Rodríguez, Cuba, 2Universidad de Cienfuegos:
Carlos Rafael Rodríguez, Cu