In this narrative review, the purpose is to summarise the current state of forest education using a range of global examples. The literature on forest education is extensive, but the focus tends to be geographically specific or covers a limited period. This ‘story’ of forest education was led by academic sources in an iterative process. Context is provided by an overview of historical origins. Forestry has been transformed from a discipline that emphasised technical skills associated with timber production into a multidisciplinary pedagogy that incorporates social, ecological, and other dimensions that recognise the intrinsic value of forests. The main challenges in forest education are uncertainty and change. It is widely agreed in the literature that the pace and direction of change for forest education are not keeping up with demand in some parts of the world. The need for change is sometimes impeded by the status quo and a reluctance to adapt, struggles with recruitment, and insufficient resources to incorporate new technology. Forest education may need to adapt, with the inclusion of more interdisciplinary programmes and diversification. This approach may help with recruitment and a sense of relevance. The conclusion is that those working in forest education are alert to the challenges ahead.
Martin Barker (Sat,) studied this question.