Education in the Forest to Support Learning about Socio-Ecological Risk
Bibliographic Data
| ID | 17660682 |
|---|---|
| Authors | Douglas Bardsley (0000-0001-7688-2386, Adelaide University, corresponding author) |
| Year | 2026 |
| Volume | 42 |
| Issue | 1 |
| Pages | 379-394 |
| Publication date | 2026-02-10 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Australian Journal of Environmental Education (JOURNAL) |
| Journal identifiers | ISSN: 0814-0626 • E-ISSN: 2049-775X |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/aee.2026.10138 |
| OpenAlex | W7128471607 |
| Language | EN |
| Citations received | 1 |
| References cited | 97 |
New challenges and opportunities are emerging to support young people to learn about socio-ecological risk. While experiences with risk are a daily occurrence, a new phase of history defined by global environmental change will transform lives in complex ways. All young people need to be provided with the knowledge and skills to critique the failings of modernity and learn to manage risk. For that reason, environmental pedagogies need to be balanced with critical understandings of risk across different societies. Forest research in Australia, Nepal and Switzerland highlights that understanding local perceptions of value and risk generates vital knowledge to inform conceptions of sustainable forest management, while providing critical knowledge and processes to support active learning. There are opportunities to guide education systems to help people develop understandings of how beautiful, biodiverse, forested landscapes can be managed sustainably within local socio-cultural contexts. Educators can utilise constructivist pedagogies to identify the values and risks of forests with walks, rides, explorations, monitoring, and analysis of different conceptions of sustainable management. In such a manner, learning about socio-ecological risk develops knowledge and skills, but also supports young people to become advocates and actors for positive change in the forest and beyond
Environmental education · Perception · Project commissioning · Risk perception · Sustainability · Sustainable development · Traditional knowledge · Environmental Education and Sustainability · Environmental Philosophy and Ethics · Environmental, Ecological, and Cultural Studies
Adaptive Comanagement for Building Resilience in Social?Ecological Systems
Exceeding 1.5°C global warming could trigger multiple climate tipping points
Environmental Governance for the Anthropocene? Social-Ecological Systems, Resilience, and Collaborative Learning
Eco-Anxiety and Environmental Education
A General Framework for Analyzing Sustainability of Social-Ecological Systems
Following lines in the landscape
Regeneration time
The Future of Constructivist Education
Forest fire dynamics in Nepal
Is rewilding too wild? Assessing the benefits and challenges of forest succession on abandoned land in the mid‐hills of Nepal
Ecological literacy and socio-demographics
What forest is in the light of people's perceptions and values
Do Burning Practices Contribute to Caring for Country? Contemporary Uses of Fire for Conservation Purposes in Indigenous Australia
The Influence of Land Use and Location on Landholder Attitudes Towards Feral Cat (Felis catus) Management in South-eastern Australia
A systematic review of climate change education
Justice in climate change education
Between flood vulnerability and watery pedagogies
How knowledge enables governance
Where is risk education? Exploring risk education in secondary schools in England
Is climate change in the curriculum? An analysis of Australian urban planning degrees
Curriculum making and climate change and sustainability education
Climate change vulnerability and social development for remote indigenous communities of South Australia
Climate Change, Bushfire Risk, and Environmental Values
Hegel, Beck and the reconceptualization of ecological risk
Forest livelihood values and management opportunities to support the agrarian transition in Nepal
For a pedagogy of hope
The Cruel Optimism of Transformative Environmental Education
Geographical education III
Education for all in a global era? The social justice of Australian secondary school education in a risk society
Promoting an emotional connection to nature and other animals via forest school
Starting with trees
Has the IPCC’s revised vulnerability concept been well adopted
Pedagogies of Hope
Expanding adaptive capacity
A Constructivist Approach to Climate Change Teaching and Learning
Resilience
Hope and anticipation in education for a sustainable future
The governance of hydrosocial risk in peri-urban South Australia
Socio-ecological lessons for the Anthropocene
Large intact forest landscapes and inclusive conservation
Tasmanian forests and their people
From Industrial Society to the Risk Society
The Theory of Reflexive Modernization
Education Policy and Educational Inequality--Evidence from the Swiss Laboratory
Indigeneity, Capitalism, and the Management of Dispossession
The cultural nature of risk
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |