What the study found
Forest-based education is presented as a way to help young people learn about socio-ecological risk, local values, and sustainable forest management. The abstract also says that such learning can support young people to become advocates and actors for positive change in forests and beyond.
Why the authors say this matters
The authors say young people need knowledge and skills to critique the failings of modernity and manage risk in a period of global environmental change. They suggest that environmental education should be balanced with critical understandings of risk across different societies.
What the researchers tested
The article draws on forest research in Australia, Nepal, and Switzerland. It examines how understanding local perceptions of value and risk can inform sustainable forest management and support active learning, using constructivist pedagogies such as walks, rides, explorations, monitoring, and analysis of different ideas about sustainable management.
What worked and what didn't
The abstract states that understanding local perceptions of value and risk generates vital knowledge for sustainable forest management and provides critical knowledge and processes for active learning. It also says educators can use these approaches to identify forest values and risks and to support learning about how forests may be managed sustainably within local socio-cultural contexts.
What to keep in mind
The abstract does not report specific measurements, comparisons, or detailed outcomes from the studies in Australia, Nepal, and Switzerland. It also does not describe limitations beyond the scope implied by the countries and educational approaches discussed.
Key points
- The abstract presents forest-based education as a way to support learning about socio-ecological risk.
- The authors say young people need knowledge and skills to critique modernity and manage risk during global environmental change.
- The article draws on forest research in Australia, Nepal, and Switzerland.
- Local perceptions of value and risk are described as important for sustainable forest management and active learning.
- The abstract says educators can use walks, rides, explorations, monitoring, and analysis to study forest values and risks.
Disclosure
- Research title:
- Forest education is linked to learning about socio-ecological risk
- Authors:
- Douglas K. Bardsley
- Institutions:
- The University of Adelaide
- Publication date:
- 2026-02-10
- OpenAlex record:
- View
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