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This study aims to examine travel patterns and factors that explain children’s use of green space for outdoor learning. This knowledge will be valuable for urban planners and policymakers to plan, design, develop and maintain green spaces that consider children’s interests.

The analysis consists of three steps. First, this paper performed a mapping analysis to explain the accessibility and services of green spaces in supporting children’s education. Second, using data from a survey distributed to school teachers, this paper explored factors affecting trip frequency, travel distance and walking when visiting green spaces. Third, this paper interviewed teachers and conducted observations and conversations with children to gain additional insights.

The quantitative analyses found that size, path network linkages, path length, use for nature observation, play features, path density, walking and biking may influence children’s preference for using green spaces. This study identified five factors (playing, socialising, exploring, biodiversity and accessibility) that drive children to visit green spaces.

There is limited knowledge of the links between green space and children’s travel patterns and factors explaining the use of green spaces. To the ebst of the authors’ knowledge, this study seems to be the first attempt to introduce a mix of methods containing mapping, qualitative and quantitative analyses to explain children’s use towards green spaces.