Perception of the forestry profession and the adequacy of education in the opinion of forestry students – a cross−sectional analysis

The aim of the study was to examine the impact of forestry studies on the social construction of the forester’s professional identity and assess the perceived alignment between academic education and the structural requirements of professional practice as articulated by students. The main research question was: how do forestry studies shape the image and normative framing of the forester’s profession and how is the adequacy of the educational programme for professional practice evaluated by students? It was hypothesised that forestry studies exert a significant positive influence on the perception of the forester’s profession and are perceived as largely aligned with professional requirements. The study adopted a quantitative design, employing a diagnostic survey in a repeated cross−sectional framework conducted in October 2023, 2024, and 2025. It encompassed independent cohorts of first−year students at the Faculty of Forestry, University of Agriculture in Krakow (N=188, N=162, N=158). The online questionnaire included questions about the image of a forester developed during their studies, the alignment of knowledge and competencies with professional requirements, the importance of forest functions, and the reactions of family and friends to their choice of field of study. The analysis relied on descriptive statistics (response counts and frequencies) and did not employ inferential procedures, given the non−probabilistic character of the sample and the exploratory−descriptive aim of the study. Analysis of the results from three study groups and a literature review allowed for the formulation of key conclusions. The findings indicate that studies primarily reinforce positive evaluations of foresters’ professional and organisational competences, whereas in socio−political and ideological domains they more frequently generate critical or neutral orientations. Forestry education contributes to the ongoing professionalisation of the occupational field while neither eliminating nor fully neutralising its structurally embedded controversies. Discrepancies between curricular content and student expectations were identified, indicating areas requiring structural adjustment to enhance graduates’ preparedness for profes− sional challenges. Reactions of family members and friends to the choice of forestry studies were predominantly positive, irrespective of the respondents’ place of residence. The study captures the perspectives of a younger generation increasingly conscious of its agency within social media and public policy discourses, thereby enabling cautious projections regarding the future devel− opment of forest governance and human resource management in the sector. Most respondents positively assessed the adequacy of education, knowledge, teaching skills, and research activities for the scope of tasks performed in a forester’s work, with differences evident based on place of residence and gender. The results contribute to the broader discourse on the social perception of the forester’s profession and may inform the development of forestry education responsive to both student expectations and labour market dynamics. The findings provide a basis for formu− lating recommendations concerning curricular modification, for the preliminary identification of inter−cohort shifts in the perception of the profession, and for strengthening institutional support for first−year students in meeting their academic and cognitive needs.