חינוך יער בישראל: יישום העקרונות והאתגרים במודל חינוכי חדשני: [מתוך המדור: חזית המחקר]

Forest education is an educational approach based on outdoor learning. It has unique characteristics that cultivate a meaningful life, mental well-being and better quality of life among the learners through continuous being in nature and interactions with those around them. Forest education in Israel is a developing approach within the outdoor education arena, thus, the research body knowledge about it is in its initial stages. In light of the growing interest in forest education approach and its unique contribution to a perceptual change in the field of outdoor learning and to developing children connection to their environment, it is valuable to deepen the research in this field in Israel. The current study explored the principles of forest education in Israel, the educational concept of forest educators and the challenges they face. In this qualitative research, data was collected using an inductive research method that included interviews and observations with educators who had undergone professional training in forest education and taught in kindergartens and schools where at least one "forest day" per week is held regularly. The findings show that the principles of forest education are adapted to the specific educational setting and without generalizing factors in the education system. Additionally, it was found that the continuous being in the forest on a regular basis is the most significant factor affecting the pedagogy, and it is a source of inspiration for the children and staff members. The in-depth acquaintance with the place, which occurs during the children's being in the educational framework in the forest, created a connection and a deep understanding of the processes that occur in nature. It was found that forest education is closely related to the local community, either through the establishment of part of the schools and kindergartens, or as a factor that encourages community building. In some cases, community uniqueness stood out, such as in religious educational schools and kindergartens or in the kibbutz’ education that incorporate in the forest education rituals that are not recognized in previous research literature from other countries. Similar to the gaps that exist in the establishment of an official policy of outdoor learning in the formal documents of the Ministry of Education, it is evident that forest education in Israel requires a systemic reference in policy documents and plans of the Ministry of Education in order to address the needs from the field.