This paper evaluates the impact of the forest environment on aggressive manifestations in adolescents. A remedial educative programme was performed with 68 teenagers from institutions with substitute social care with diagnoses F 30.0 (affective disorders) and F 91.0 (family-related behavioural disorders), aged 12–16 years. Adolescents observed patterns of prosocial behaviour in forest animals (wolves, wild boars, deer, bees, ants, squirrels and birds), based on the fact that processes and interactions in nature are analogous to proceedings and bonds in human society. The methodology is based on qualitative and quantitative research. Projective tests (Rorschach Test, Hand Test, Thematic Apperception Test) were used as a diagnostic tool for aggressive manifestations before and after forest therapies based on Shinrin-yoku, wilderness therapy, observational learning and forest pedagogy. Probands underwent 16 therapies lasting for two hours each. The experimental intervention has a statistically significant effect on the decreased final values relating to psychopathology, irritability, restlessness, emotional instability, egocentrism, relativity, and negativism. Forest animals demonstrated to these adolescents ways of communication, cooperation, adaptability, and care for others, i.e., characteristics without which no community can work.

Sensory analysis is unusual in sustainability research, although it can offer a neoteric aspect of nature and wild animals’ perception. The study’s objective was to identify consumers’ attitudes towards plant and animal products from wild and conventional foods and put these findings into a broader social context. A blind sensory evaluation with 80 semi-trained assessors was used, segmented by gender, age, education, income, place of origin, family status, number of children, and willingness to pay. Wild boar (Sus scrofa) was chosen as an example of an overpopulated animal species occurring in the wild, which could be considered a partial substitute for pork. Statistical testing in these blind evaluations proved that wild boar meat is not considered less tasty. Therefore, wild boar meat could represent a partial substitute, complementing pork, on which consumers are willing to spend the same amount of money. Despite the mostly indifferent sensory evaluation, focus group responses showed considerable barriers to wild food. This paper concludes that possible educational and popularizing procedures are presented, including forest pedagogy, eliminating consumers’ prejudices. A mixed-methods approach within quantitative and qualitative methodology was chosen.

People think very little about the consequences of consumer and ecological manners. Responsibility for raising children to sustainable behaviour is transmitted to educational institutions that bear the full weight of this burden. Non-teaching experts such as foresters enter the educational process. These specialists are called “forest educators”. At the 14th European Forest Pedagogics Congress 2019 in Latvia, 167 forest educators from Europe met, and 52 of them were willing to participate in a qualitative research survey. This paper aimed to identify why foresters, as people without pedagogical education and despite the unfavourable funding, become educators. The following questions guided this research: What leads them to start organizing educational and adventure programmes for children and the public? Is their intrinsic motivation based on an unconscious level to implement ideas of Deep Ecology? Philosophy of Arne Naess and semi-structured interviews with forest educators in the form of the Pyramid Model of Wengraf, through which qualitative data were obtained, methodologically approached this paper. Interviews with foresters revealed their values, needs, motivation, dominant psychological-ethical moments and prosocial behaviour that brings inner satisfaction and pedagogical activity as an added value of their profession. Forest educators have a unique philosophical system related to nature and the environment. They subconsciously follow and develop the ideas of Deep Ecology through the methods of Forest Pedagogy. The paper presents the way of involving forest educators into the distance and online teaching due to the Coronavirus pandemic, as well as the topic for further research in this area.

Arne Næss considered nature the best source of knowledge and regarded the economists as morally responsible for the ecological crisis. Therefore, this research focused on students of economic fields at the university level. The experimental group (n = 236) led by a teacher-as-researcher completed a Business Economic course by forest workshops for one semester because the sustainability principles can be very well explained and observed on examples of forest fauna and flora and then applied in managerial practice. Many similarities were found between forest and business principles (optimal growth rate, teamwork, cooperation models, parasitism). This paper aimed to identify if students’ proficiency in applying sustainable mindset from a forest ecosystem to practice increased. The achievement test compared outcomes of the experimental and control group (n = 190) of students. Based on statistical testing, it can be stated that the experimental intervention led to better results compared to the control group. For issues in which no suitable parallel with the forest ecosystem was found and were therefore explained according to the textbook, group (E) did not perform better than group (C). The methodology is based on qualitative and quantitative research, a mixed-methods approach.

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