Reforms in the learning process throughout history are the result of changing and increasing requirements for student success in learning. While previously the lesson took place mainly in closed rooms in a traditional way with the teacher as the lecturer and the students as the listeners, nowadays learning is more and more done with interaction, which includes games, conversations, debates, etc. One of the effective methods of learning based on direct experience is education in nature, which was presented as an approach in the 40s of the last century, to be supplemented three decades later with environmental education.

Outdoor education focuses on acquiring knowledge through observation, observation and experience outside the classroom (Eaton, D., 1998), while environmental education is focused on knowledge and awareness of environmental issues.

Outdoor education includes a wide range of different activities and programs that do not contain only an excursion or class in nature, but temporary activities from: learning in outdoor-summer classes, yards, parks, forests of mountains, museums, zoos, botanical gardens, summer camps, study visits, scientific visits, etc. (Ford, P., 1986). This is how the summer class or outdoor class is conceived, which offers a practical area to learn and hold other activities in nature, unlike the traditional indoor class.

In addition to the teaching methodology and the dedication of the teacher during the lesson, the surrounding environment where the students learn is of great importance for their development.

Various studies show that staying in green spaces helps create a connection with nature and care for it, encourages children to be more active during their free time. Likewise, learning in outdoor spaces - the summer class acts as a simulator for physical, mental and emotional health for them, at the same time it creates a sense of belonging, place and responsibility from an early age. In the mental aspect, learning in the summer class affects the increase in concentration, the development of imagination and creativity.

In the social aspect, the summer class affects: the development of social skills, the increase of self-confidence, the increase of interest in learning, the expansion of communication and cooperation skills, problem solving and the role of leadership. In addition, it also ensures the personal awareness of students about caring for the environment.

The summer class as a concept is not defined in parameters and standards considering that in many instructions or curricula it is not included as a class, therefore their design is different depending on the context and its users.

Outdoor summer classes are most often used for subjects related to nature such as ecology or biology, where gardens with different plants are created. But in some cases literary classes or painting classes are held outside and not defined in a single space.

Summer classes can be: Open class - the external space of the school not limited by permanent/temporary seating elements, tables or raised gardens; or: annex added to the existing building with a permanent/temporary structure. Depending on the layout of the school, these classrooms can often be placed in school atriums and be open, while if they are side parts, they have a semi-open structure that serves both for sitting and for learning.

Classroom design plays an important role in student well-being and success. Classroom organization and the use of adequate materials in furniture in traditional classrooms has been proven to increase concentration, encourage good behavior, then promote cooperation between students, so these principles should also be taken into account when designing the outdoor classroom.

Given that the students of the schools: ShFMU "Ibrahim Krasniqi" - Lipjan; ShFMU "Vëllezërit Domaneku " Topliqan – Lipjan; Gymnasium "Ulpiana" - Lipjan; ShFMU "Kadri Beba" - Lipjan; ShME "Mazllum Këpuska" - Gjakovë and ShFMU "Nazim Kokollari" - Prizren, during meetings with civil society, activists have proposed that the concept of the summer class be applied in these schools, then their voice should be conveyed to the decision makers at the local and central level, for such an idea to be seriously considered and gradually introduced into the work plans of DKA and MASHT. Of course without impositions. But with clear vision and a comprehensive process, useful conclusions can be reached that feed the debate to create a healthier and more sustainable education system for students and for the entire school community.