The role of forestry education in shaping professional competencies: students’ perspectives on forest functions and professional challenges

Autorzy

• Mateusz Szast University of Agriculture in Krakow, Department of Ecological Engineering and Forest Hydrology
  Mickiewicza 21, 31-120 Krakow, Poland
  e-mail: m.szast@urk.edu.pl

Abstract

For centuries, forests have played a key role in human life – as a source of raw materials, a recreational space, a refuge for biodiversity and a stabilising element of the climate. It was therefore necessary to examine the opinions of forestry students on the significance of forest functions, the role of forestry studies in shaping professional competences and preparing for professional practice in forest management, as well as to identify potential professional challenges. The analysed data came from a cross-sectional survey conducted among forestry students at the University of Agriculture in Krakow. The study was divided into two parts: the first concerned the perception of the forestry profession, and the second, analysed in this study, concerned the role of academic education in shaping the professional competences of future foresters and their concerns related to professional practice in the forestry sector.
The research concept integrated theoretical approaches from forestry and the social sciences. The concept of Forest multifunctionality and ecosystem services was combined with theories of social capital and the professional role, which enabled a multidimensional analysis of students’ attitudes and expectations. This approach allowed future foresters to be treated not only as professionals responsible for forest management and stewardship, but also as social actors functioning in a complex field of ecological, economic and social relations.
The results showed high ratings for the social and protective functions of forests. Respondents pointed to potential professional challenges, including the involvement of foresters in politically driven communication activities and unclear employment criteria. Students highly rated the transfer of specialist knowledge about the functioning of Forest ecosystems, but noted shortcomings the development of interpersonal, communication and stakeholder-engagement competences. These results provide a basis for further empirical research and may support the development and improvement of forestry education programmes.

Keywords

• professional competences
• forest multifunctionality
• forestry students
• professional
• professional challenges
• preparation
• forest functions
• forest education