Wallin, Ida
- Southern Swedish Forest Research Centre, Swedish University of Agricultural Sciences
Abstract
Climate change increases the uncertainties associated with the management of forests at the same time as societies seek to intensify the utilization of bio-based resources for climate mitigation. Participatory processes in decision-making are widely acknowledged to be suitable for finding effective and legitimate trade-offs in complex and uncertain situations. Inspired by transformative learning theory, we developed a roleplay within an international forestry master's program with the aim to train students' personal skills in preparation for a professional life involving participatory decision-making situations. The analysis of students' learning experiences, demonstrates the capacity of the roleplay to facilitate transformative learning and train crucial personal skills such as self-reflection, self-awareness and critical reflection. We provide guiding principles for implementing transformative roleplays, or further developing existing roleplays, in regular forestry curricula.
Keywords
forest management; higher-education; participatory forest governance; professionals; experts
Published in
International Forestry Review
2024, volume: 26, number: 1, pages: 93-109
Publisher: COMMONWEALTH FORESTRY ASSOC
SLU Authors
Brukas, Vilis
- Southern Swedish Forest Research Centre, Swedish University of Agricultural Sciences
- Southern Swedish Forest Research Centre, Swedish University of Agricultural Sciences
Associated SLU-program
SLU Forest Damage Center
Global goals (SDG)
SDG4 Quality education
SDG13 Climate action
SDG16 Peace, justice and strong institutions
UKÄ Subject classification
Forest Science
Pedagogy
Publication identifier
- DOI: https://doi.org/10.1505/146554824838457880
Permanent link to this page (URI)
https://res.slu.se/id/publ/130040