TY - JOUR
T1 - Social and knowledge diversity in forest education
T2 - Vital for the world’s forests
AU - Rekola, Mika
AU - Taber, Andrew B.
AU - Sharik, Terry L.
AU - Parrotta, John A.
AU - Dockry, Michael J.
AU - Babalola, Folaranmi D.
AU - Bal, Tara L.
AU - Ganz, David
AU - Gruca, Marta
AU - Guariguata, Manuel R.
AU - Kungu, James
AU - Larasatie, Pipiet
AU - Nevgi, Anne
AU - Rodriguez-Piñeros, Sandra
AU - Saengcharnchai, Sirichai
AU - Sandström, Niclas
AU - Walji, Khalil
N1 - Publisher Copyright:
© The Author(s) 2024.
PY - 2025/4
Y1 - 2025/4
N2 - A global assessment of the status of tertiary, vocational, and technical forest education and training found deficits in inclusion of knowledge and student diversity. Coverage of forest services and cultural and social issues was characterized as weak in the curricula of many programs. The inclusion of traditional and Indigenous knowledge was frequently poor or absent. Gaps were found in enrollment at tertiary education levels with respect to diversity by gender, race/ethnicity, and other societal groups. If unaddressed, forest researchers, professionals, and workers will continue to lack familiarity with different knowledge systems and the importance of inclusive representation. Improvements in forest education related curricula, research, monitoring, policy, recruitment, and promotion are recommended. Without remedial action to build a representative, skilled, and knowledgeable workforce, prospects for forests to meet local, national, and global goals are at risk. Improved social and knowledge diversity in forest education is paramount for the future of forests.
AB - A global assessment of the status of tertiary, vocational, and technical forest education and training found deficits in inclusion of knowledge and student diversity. Coverage of forest services and cultural and social issues was characterized as weak in the curricula of many programs. The inclusion of traditional and Indigenous knowledge was frequently poor or absent. Gaps were found in enrollment at tertiary education levels with respect to diversity by gender, race/ethnicity, and other societal groups. If unaddressed, forest researchers, professionals, and workers will continue to lack familiarity with different knowledge systems and the importance of inclusive representation. Improvements in forest education related curricula, research, monitoring, policy, recruitment, and promotion are recommended. Without remedial action to build a representative, skilled, and knowledgeable workforce, prospects for forests to meet local, national, and global goals are at risk. Improved social and knowledge diversity in forest education is paramount for the future of forests.
KW - Forest education
KW - Indigenous knowledge
KW - Knowledge diversity
KW - Social diversity
UR - http://www.scopus.com/inward/record.url?scp=85211450483&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85211450483&partnerID=8YFLogxK
U2 - 10.1007/s13280-024-02104-6
DO - 10.1007/s13280-024-02104-6
M3 - Article
C2 - 39636378
AN - SCOPUS:85211450483
SN - 0044-7447
VL - 54
SP - 660
EP - 669
JO - Ambio
JF - Ambio
IS - 4
ER -
