In an educational scenario still dominated by traditional models focused on memorization and rigid structure, Kajuyalí School proposes a different pedagogical alternative: A primary education that occurs in direct contact with nature and through significant experiences outside the classroom.
As of the second semester of 2025, this school – with the headquarters in Colombia and consolidated trajectory in the formation of adolescents through camps and pedagogical exits— will officially open its primary cycle.
The approach is not new to its founders: the Kajuyalí group has worked during Three decades with adventure -based methodologiesteamwork and environmental exploration as learning engines.
The new educational model that will be applied in Kajuyalí primary is nourished by three international referents:
- Finnish educational philosophyrecognized for prioritizing emotional well -being, collaboration in the classroom and critical thinking.
- THE REGGIO EMILIA APPROACHthat values curiosity, creativity and autonomy from the first school years.
- Adventure -based learning (ABL)an own methodology developed by the Kajuyalí Group, which transforms outdoor activities into real learning experiences, aimed at strengthening social and cognitive skills.
“Children who study in Kajuyalí not only learn mathematics or sciences; they learn to lead, to live together, to adapt and communicate. Education live as an experience, not as an obligation”Said Juan Mario Gutiérrez, founder of the group, explaining the purpose of this proposal.
The truth is that Kajuyalí’s commitment occurs at a time when the challenges of the 21st century demand to rethink the way it is taught from childhood.
According to the World Economic Forum, around 2030 more than 78 million new jobs will require skills such as creativity, adaptability, problem solving and emotional intelligence.
In this sense, Kajuyalí’s proposal seeks prepare new generations to face a changing work and social worldputting in the learning center the integral development of the person.
With this new stage, the school is positioned as one of the few institutions in the country that intentionally transfer the classroom to the natural environmentnot only as an occasional didactic resource, but as a structural basis of its pedagogy.
