Education is recognised as a fundamental tool to promote the transformative behavioural change necessary to address contemporary environmental and sustainability challenges, many of which stem from human activities. Forests, and the numerous important benefits they deliver, are under threat from a range of pressures. However, the nexus between education, behaviour and forests is not well understood. Previous research suggests that the relationship between education and behaviour is complex, with various influencing factors. A body of literature has addressed this topic in the context of pro-environmental behaviour. The research reported here investigates the relationship between education and a subset of pro-environment behaviour characterised as pro-forest behaviour. In a case study of the Australian upper secondary school curriculum, this study used qualitative methods to assess the representation of forests in the context of pro-forest behaviour. This was done through document analyses of curriculum texts at the national and state and territory level and interviews of teachers of forest-related courses. Forests were predominantly represented indirectly in Australian course curriculum texts. Forests were typically portrayed in narrow contexts and not necessarily in ways which might underpin pro-forest behaviour. Teachers were identified as critical elements of the education system, able to interpret and build on official course curricula to deliver classes that addressed forests and fostered pro-forest behaviour in greater depth and breadth. These results also suggest, consistent with the sustainability education literature, that education has the potential to foster transformative behaviour. However, this potential is not likely to be fully realised at present for the case of forests in Australian upper secondary education. Strengthening education to support pro-forest behaviour will likely require a broader understanding of pro-forest concepts in Australian education and greater teacher capacity and opportunities to deliver pro-forest learning more effectively.

中文翻译：

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澳大利亚高中课程中如何体现森林？**

教育被认为是促进应对当代环境和可持续性挑战所必需的变革性行为改变的基本工具，其中许多挑战源于人类活动。森林及其带来的众多重要利益正受到一系列压力的威胁。然而，教育、行为和森林之间的关系尚不清楚。以往的研究表明，教育与行为之间的关系是复杂的，影响因素多种多样。大量文献在亲环境行为的背景下讨论了这个主题。此处报告的研究调查了教育与以亲森林行为为特征的亲环境行为子集之间的关系。在澳大利亚高中课程的案例研究中，本研究使用定性方法评估森林在亲森林行为背景下的代表性。这是通过对国家、州和地区级课程文本的文件分析以及对森林相关课程教师的访谈来完成的。森林主要是间接地出现在澳大利亚课程教材中。森林通常是在狭隘的背景下描绘的，不​​一定以可能支持亲森林行为的方式描绘。教师被确定为教育系统的关键要素，能够解释和建立官方课程，以更深入和更广泛地教授森林问题和促进亲森林行为的课程。这些结果还表明，与可持续性教育文献一致，这种教育有可能促进变革性行为。然而，就澳大利亚高中教育中的森林而言，这种潜力目前不太可能完全实现。加强教育以支持亲森林行为可能需要对澳大利亚教育中的亲森林概念有更广泛的理解，并需要更大的教师能力和机会来更有效地提供亲森林学习。