5th Forest School Workshop on Sustainability

The main theme of this year’s program was the “Sustainability of Forest Schools.” The first workshop was held in Ankara in 2021, followed by Kayseri in 2022, Ankara–Güdül in 2023, and Eskişehir in 2024. The fifth Forest School Training and Workshop was successfully completed this year in Üsküdar, Istanbul’s historical coastal district.

Rooted in an educational philosophy closely connected to nature, the Green Forest School carried out the 5th edition of its Forest School Training and Workshop with great success. Bringing together educators, nature advocates, and 21 experts working in alternative education models, the event explored how forest schools can remain resilient, visible, and impactful in the long term.

The workshop highlighted that sustainability in nature-based learning must be addressed not only from an environmental angle but also through pedagogical, structural, social, and institutional perspectives. Participants collectively discussed how to ensure the continuity of forest schools, use resources more efficiently, and strengthen their presence at both local and national levels.

Prof. Dr. İdris Oğurlu emphasized that “Türkiye can ensure the continuity of forest schools by drawing upon its natural resources, cultural dynamics, and ancient knowledge and experience,” while noting the long-standing opportunities provided by the TÜBİTAK 4004 Nature Education and Science Schools Program.
Assoc. Prof. Dr. Bünyamin Bavlı highlighted the importance of expanding academic incentives to better integrate alternative learning models like forest schools into mainstream education programs.

Workshop Highlights

Exchange of knowledge and experience with expert educators
Interactive, hands-on workshop sessions
Live demonstrations of nature-based learning methods
Innovative discussions on eco-friendly educational materials
Presentations and a panel offering guidance on establishing, operating, and sustaining forest schools

Over the two-day program, participants engaged in both theoretical sessions and practical nature-based activities. The workshop not only fostered new collaborations for sustainable forest school models but also strengthened ties among families, educators, and institutions supporting alternative education.

Green Forest School team leader Mustafa Çetin stated that the workshop successfully achieved its objectives, adding that similar events will continue and that the workshop outcomes will be shared in the coming days.

Conclusion and Recommendations

At the end of the workshop, the following common conclusions and recommendations were reached:

Strengthening the Legal Framework: Establishing clear, comprehensive, and applicable regulations that support the functioning of forest schools.
Institutional Organization and Cooperation Network: Defining the roles and responsibilities of institutions supporting forest schools. Establishing a national network for forest schools in Türkiye and organizing the first National Forest School Symposium/Congress are considered important.
Financial Sustainability of Forest Schools: Developing sustainable budgeting models, diversifying long-term funding sources and grant mechanisms, and strengthening public–private partnerships.
Establishment of Coordination Mechanisms: Creating regular communication channels between the Ministry of National Education, local governments, and forest administration.
Securing Suitable Nature Areas: Allocating, protecting, and ensuring the continuity of appropriate land for forest school activities is essential for long-term sustainability.
Clarifying Ownership and Usage Rights: Legally securing the ownership status of the land where the forest school operates.
Diversifying and Improving Activity Areas: To expand forest school practices nationwide, activity areas should be diversified, and infrastructures should be improved sustainably.
In this context, the creation of “Forest School Model Forests”—including access roads, water, electricity, shelter areas, and basic amenities—should be planned without disrupting ecosystem integrity.
It was agreed that the General Directorate of Forestry and the General Directorate of Nature Conservation and National Parks should take active responsibility in identifying suitable example areas, preparing plans and layout maps, and developing ready-to-implement model forests. Under their coordination, standardized nature-based learning areas that prioritize sustainable use and enhance education–environment interaction are recommended.
Systems Ensuring Educational Continuity: To run a nature-aligned and uninterrupted education program, non-formal education should incorporate more nature-based activities.
Enhancing Teacher Competencies: Continuous training for teachers on forest pedagogy, forest school leadership, first aid, and school health and safety.
Improving Equipment and Physical Facilities: Developing educational materials, safety equipment, and forest school infrastructure. Preparation of guides and manuals is recommended.
Process-Oriented Quality Control: Regularly evaluating activities and programs based on established standards. Training leaders in drama, STEM, and forest school games is considered important.
Fostering Ecological Awareness Among Leaders: Strengthening ecological awareness, nature ethics, and sustainability education for both teachers and students.
Strengthening Partnerships, Community, and Family Participation: Actively involving families, local communities, and volunteers. Ensuring accessibility and inclusiveness according to local socio-economic conditions.
Advocacy for Nature-Based, Child-Centered Learning: Increasing advocacy efforts to promote child-centered, nature-based education. Compliance with child rights is essential.
Developing Suitable School Models: Creating management systems tailored to different types of forest schools—public schools, private schools, or independent forest schools. Boutique forest school practices are also important.
Monitoring Children’s Development and Alignment with the Maarif Model: Scientifically tracking the cognitive, physical, and social impacts of forest schools to ensure alignment with the national Maarif education model.
Measuring Contributions to Teachers’ Professional Lives: Evaluating the effects of forest school practices on teacher motivation, pedagogical skills, and job satisfaction.
Establishing Risk Management and Safety Protocols: Developing procedures for potential hazards encountered in nature-based environments.
Long-Term Monitoring and Evaluation: Creating periodic assessment tools to measure progress, effectiveness, and sustainability. Developing a collective “Forest School Story” is considered an important sustainability element.
Supporting Local Economies: Ensuring collaboration with local producers, service providers, and communities.
Ensuring Environmental Sustainability: Adopting practices that do not harm the forest ecosystem but instead support conservation and ecological restoration.