The head of NRERC prof. Ayalon presented during the 7th world Congress of Education (November 11-13, Osaka, Japan) a study entitled: International Perspectives on Incorporating Climate Change into Forest School Training Programs- Trainers’ Insights on Climate Change Education in Forest Schools.
The study is part of a Ph.D. conducted by Moriya Netzer, under the supervision of Dr. Dafna Gan and prof. Ofira Ayalon at the School of Environmental Sciences, University of Haifa.
The study examines how Forest School Teacher Trainers across 14 countries understand and integrate climate change into their training programs.
Drawing on 43 interviews and supplementary document analysis, the study reveals a clear divide: some trainers resist including climate topics due to emotional, developmental, and practical concerns, while others see it as an ethical and pedagogical imperative.
Proponents emphasize outdoor learning, children’s rights, and the unique power of nature-based education to foster awareness, resilience, and climate literacy.
The study identifies diverse pedagogical strategies—such as storytelling, sit spots, phenology tracking, and collaboration with forest services—and concludes that Forest Schools hold significant potential as a practical arm of climate change education, contributing to both adaptation and mitigation efforts.
