Abstract

The aim of the study was to evaluate whether, and if so in what way, the educational program Climate-Adapted Forestry had an effect on individual forest owners’ attitudes, knowledge, and implemented climate adaptation measures in forestry. The study further aimed to investigate how future educational programs on climate adaptation in forestry can be developed.

The study employed a longitudinal approach based on quantitative survey data and qualitative data from interviews with the project group and the reference group conducted in 2021 and 2026.

The results of the study indicate that the educational program Climate-Adapted Forestry had a positive effect on the project group’s knowledge of how forests and forestry are affected by climate change and how climate adaptation measures can be implemented. Compared with the reference group, the project group more frequently stated that they believe climate change will affect forests and forestry. However, the proportion of respondents in the project group who reported this response decreased over time. The results indicate that increased knowledge of how forests can be adapted to climate change likely contributed to strengthening forest owners’ sense of control and capacity to implement climate adaptation measures, thereby reducing the belief that the climate is changing to such an extent that it will affect forests and forestry.

Furthermore, the results suggest that the educational program Climate-Adapted Forestry had an effect on both the extent and the type of climate adaptation measures implemented. The project group implemented climate adaptation measures to a greater extent in both 2021 and 2026 and showed a larger increase over time compared with the reference group.

Site adaptation was the most common adaptation measure in both groups, and replacing Norway spruce (Picea abies) with Scots pine (Pinus sylvestris) was the most common form of site adaptation. The project group differed from the reference group by having a higher percentage of respondents who reported increasing the proportion of broadleaved trees, establishing mixed forests, and introducing non-native tree species as climate adaptation measures, which may be understood as an effect of the educational program Climate-Adapted Forestry.

The results indicate that the range of motives became broader and more complex over time, in the sense that a greater number of motives interacted within both groups. Minimizing the risk of forest damage was the most frequently reported motive in both 2021 and 2026 for both the project group and the reference group, primarily drought and storm damage. The results are interpreted as indicating that forest owners in both groups balanced multiple ecological, economic, and societal motives when implementing climate adaptation measures.

The results suggest that the educational program Climate-Adapted Forestry was effective due to the quality and breadth of the project, both in terms of topics and activities. Lectures and field excursions were described as contributing to increased understanding through the combination of theory and practice. The opportunity to ask questions and receive detailed answers was also described as beneficial for learning. The fact that forest owners were provided with a forum and meeting place for the exchange of experiences was highlighted as successful. The results indicate that forest owners sought a greater understanding of how climate change affects forests and forestry and how forests could be adapted, rather than receiving directives on what actions to take. Climate adaptation was perceived as complex, and therefore broad and diverse advisory support is needed rather than simple recommendations.

The project group requested demonstration sites where they could observe both successful and less successful outcomes of forest management measures. Demonstration sites would likely contribute to greater confidence in the ability to implement climate adaptation measures.

The project group appreciated the opportunity to access research findings through the project while also requesting guidance on how to manage forest practices when researchers had reached different conclusions. This may be seen as an incentive to further prioritize the university’s third mission with regard to climate adaptation in forestry, which was also highlighted by the project management as a possible future development of the educational program.

Improved communication regarding the educational program Climate-Adapted Forestry and upcoming excursions and lectures would likely contribute to increased participation and thereby further enhance the program’s impact on the project group’s attitudes and knowledge regarding climate adaptation, as well as on the measures implemented.