International perspectives on incorporating climate change into forest school training programs

Background: Forest Schools (FS) offer a unique learning environment that directly exposes students to climate change (CC), making them an ideal platform for climate change education. However, CC topics are rarely integrated into FS curricula. Aims: This study compares the perspectives of FS practitioner trainers from 14 countries on integrating CC into FS training programs, examining how socio-cultural contexts and regional climate impacts influence these perspectives. Sample: The study involved 36 FS practitioner trainers from 14 different countries. Methods: A qualitative approach was used, combining document analysis and semi-structured interviews with FS trainers. Trainers were asked to discuss their views on incorporating CC into FS training programs. Thematic analysis was conducted to identify key factors influencing trainers' attitudes and practices. Results: Over half (55%) of trainers expressed reluctance to include CC topics, citing social, psychological, educational, and practical challenges. In contrast, 44% supported climate change education integration, emphasizing the responsibility to future generations and the potential educational benefits of FS. Both groups highlighted the importance of fostering sustainable behavior and cultivating a connection to nature as key goals of FS education. Conclusions: The study underscores the challenges and opportunities associated with incorporating CC into FS training. It provides practical suggestions for integrating climate change education, leveraging FS's outdoor pedagogy, and addressing barriers to effective implementation.