Educator perspectives on the evolving competencies of urban forestry education

Urban forestry has evolved into an increasingly distinct field of research, education, and professional practice that bridges ecological science, urban planning, governance, and community engagement. Despite the rapid expansion of urban forestry practice globally, there remains limited consensus regarding the core competencies and educational foundations required for urban forestry professionals. This study explores the knowledge areas, technical skills, and professional competencies considered essential for graduates entering the field. Our findings indicate that urban forestry education increasingly requires integration across disciplines. The study involved educators predominantly from North America, with additional participants from Europe and Australia. Key knowledge domains identified by participating educators include urban ecology, arboriculture, environmental science, ecosystem services, urban planning, and governance. Essential technical competencies include urban forest management, tree identification, GIS and spatial analysis, tree inventory methods, and ecosystem assessment. Cross-functional skills such as communication, community engagement, collaborative governance, leadership, and data interpretation, are also identified as important competencies. In this paper, we position urban forestry education as increasingly moving toward more integrated and context-responsive approaches capable of preparing graduates to address increasingly complex urban environmental and social challenges. This is in part due to the increasingly important societal role that urban forests play in e.g., urban climate adaptation, biodiversity conservation, and human health in urban policies and planning strategies. Strengthening interdisciplinary education and competency-based training will be critical to supporting the next generation of urban forestry professionals and advancing resilient, equitable, and sustainable urban forests.