Browsing by Author "Raaska, Linnea"

Forest education plays a pivotal role in shaping forest policies and fostering a sustainable future. However, the disconnect between forest education and political discussions indicates a need for reform. Addressing climate change and biodiversity loss and their adverse effects requires a new cadre of professionals equipped with diverse perspectives. Yet, the forest sector grapples with a lack of diversity among its workforce, constraining its capacity to effectively meet these challenges. Diversity has been seen important also in knowledge production. Future international decision-making processes stand to benefit from integrating both western knowledge and traditional Indigenous knowledge, notably exemplified by the Indigenous Sámi community's intergenerational expertise. Diversifying the backgrounds of forest professionals not only enriches problem-solving capabilities but also fosters stakeholder collaboration. Moreover, diverse forest professionals serve as role models, inspiring the next generation. This study assesses the representation of Sámi students in forest education programmes, discern the factors influencing their enrollment decisions, and identify potential barriers hindering their participation. Understanding the demographics of applicants, their motivations, and the determinants of programme selection is imperative. Data collection involved theme interviews and questionnaires administered to selected institutions and Sámi students enrolled there. Data also covered alumni of forest education programmes, respectively. Participating students were required to identify as Sámi and have pursued or be pursuing forest-related studies at polytechnic universities or universities offering forest education programmes. Findings reveal that while there are no significant deterrents during the application process, initial hesitations among students emerged during the early stages of their studies due to curriculum emphasis primarily on resource utilization and forest management. Conversely, survey results underscore a deficiency in marketing insight among educators and a lack of inclusivity in promotional materials. Tailored marketing strategies and curriculum adjustments aligned with contemporary and prospective student needs could enhance programme attractiveness and inclusivity, fostering a more diverse student body and professionals later on.