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Forestry Holistic Education: A Comparative Study of Worldwide Forestry Education and Its Beneficiaries

Forestry Holistic Education: A Comparative Study of Worldwide Forestry Education and Its Beneficiaries

Muhammad Sohail (University of Agriculture, Faisalabad, Pakistan), Sobia Riaz (University of Agriculture, Faisalabad, Pakistan), Muhammad Haroon U. Rashid (University of Agriculture, Faisalabad, Pakistan), Hasil Khan (Pakistan Agricultural Research Council, Pakistan), Irfan Ahmad (University of Agriculture, Faisalabad, Pakistan), Muhammad Asif (University of Agriculture, Faisalabad, Pakistan), and Rashba Sahar (University of Agriculture, Faisalabad, Pakistan)
Copyright: © 2024 |Pages: 23
DOI: 10.4018/979-8-3693-4103-2.ch009
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Abstract

Forestry plays an integral part in the sustainable management of resources, the preservation of biodiversity, and the mitigation of climate change. The growing need for skilled professionals in the field highlights the significance of top-notch forestry education in addressing present environmental, economic, and psychological concerns. This research chapter provides a comprehensive comparative analysis of forestry education programs worldwide. It specifically investigates the national-level forestry education curriculum approaches and how their beneficiaries correlate with the forest sector. An inclusive approach is needed to evaluate the curriculum, instructional methods, practical training, and the incorporation of interdisciplinary knowledge in forestry education systems. Moreover, the primary and secondary recipients of forestry education encompass students, local communities, and the wider environment. Ultimately, this research chapter enhances knowledge of how comprehensive forestry education can serve as a catalyst for beneficial transformation on a worldwide level.
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Introduction Of Forest Education

Forest School (FS) is a widely recognized outdoor education program that has gained popularity and is used globally. Forest School, which encompasses a wide range of backgrounds, has a primary goal of fostering the development of various personal qualities in children within natural learning environments. Additionally, it seeks to encourage in children and youth an awareness of the significance of forests for human life and the economy of countries (Cree and McCree, 2012). Forest School is an educational concept that originated in Scandinavia (Bradley & Male, 2017). Forest School has gained popularity in many industrialized nations as an educational approach to promote understanding of nature conservation, ecosystems, and afforestation. This approach aims to cultivate future leaders in the field of forestry (Egan et al., 2022). Forest-based outdoor education offers a remarkable and distinctive learning opportunity for children and students. It involves immersing oneself in natural environments, such as forests, to acquire essential skills in decision-making, problem-solving, and risk-taking. Simultaneously, participants gain knowledge about the environment as well as the numerous advantages of forests. Forestry as a professional study curriculum is typically offered in colleges and universities worldwide, albeit with some geographical limitations. This chapter explores the global landscape of forestry education, focusing on the historical context, current trends, and difficulties. It particularly highlights the varying expectations placed on the profession in different locations.

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