Social and knowledge diversity in forest education: Vital for the world's forests

Mika Rekola; Andrew B Taber; Terry L Sharik; John A Parrotta; Michael J Dockry; Folaranmi D Babalola; Tara L Bal; David Ganz; Marta Gruca; Manuel R Guariguata; James Kungu; Pipiet Larasatie; Anne Nevgi; Sandra Rodriguez-Piñeros; Sirichai Saengcharnchai; Niclas Sandström; Khalil Walji

doi:10.1007/s13280-024-02104-6

Social and knowledge diversity in forest education: Vital for the world's forests

Ambio. 2024 Dec 5. doi: 10.1007/s13280-024-02104-6. Online ahead of print.

Authors

Mika Rekola¹, Andrew B Taber², Terry L Sharik³, John A Parrotta⁴, Michael J Dockry⁵, Folaranmi D Babalola⁶, Tara L Bal⁷, David Ganz⁸, Marta Gruca⁹, Manuel R Guariguata^{10

11}, James Kungu¹², Pipiet Larasatie¹³, Anne Nevgi¹⁴, Sandra Rodriguez-Piñeros¹⁵, Sirichai Saengcharnchai⁸, Niclas Sandström¹⁶, Khalil Walji¹⁷

Affiliations

¹ Department of Forest Sciences, University of Helsinki, P.O. Box 27, 00014, Helsinki, Finland. [email protected].
² Independent Researcher, Buenos Aires, Argentina.
³ College of Forest Resources and Environmental Science, Michigan Technological University, Houghton, MI, 49931-1295, USA.
⁴ Independent Researcher, 7031 Haycock Road, Falls Church, VA, 22043, USA.
⁵ Department of Forest Resources, University of Minnesota, 115 Green Hall, 1530 Cleveland Ave. N, St. Paul, MN, 55108, USA.
⁶ Department of Forest Resources Management, Faculty of Agriculture, University of Ilorin, Ilorin, 240003, Kwara State, Nigeria.
⁷ CFRES, Michigan Technological University, Houghton, MI, 4993, USA.
⁸ RECOFTC, 50 Phahonyothin Rd, Lat Yao, Chatuchak, Bangkok, 10900, Thailand.
⁹ Food and Agriculture Organization of the United Nations, Viale delle Terme di Caracalla, 00153, Rome, RM, Italy.
¹⁰ Center for International Forestry Research and World Agroforestry (CIFOR-ICRAF), Lima, Peru.
¹¹ , Villa de Leyva, Colombia.
¹² School of Environmental Studies, Planning and Management, Kenyatta University, P.O. Box 43844, Nairobi, Kenya.
¹³ University of Arkansas at Monticello, 346 University Drive, Monticello, AR, USA.
¹⁴ Forum4edu, Faculty of Education, University of Helsinki, P.O. Box 9, 00014, Helsinki, Finland.
¹⁵ Universidad Autónoma de Chihuahua, Periferico Francisco R. Almada Km 1, C.P. 31453, Chihuahua, Chih, Mexico.
¹⁶ Faculty of Education, University of Helsinki, P.O. Box 9, 00014, Helsinki, Finland.
¹⁷ Center for International Forestry Research and World Agroforestry (CIFOR-ICRAF), Nairobi, Kenya.

PMID: 39636378
DOI: 10.1007/s13280-024-02104-6

Abstract

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.

Keywords: Forest education; Indigenous knowledge; Knowledge diversity; Social diversity.