Forest School International Magazine is a peer-reviewed academic journal dedicated to promoting scientific research and the dissemination of knowledge across a wide range of topics related to nature-based education worldwide. Published annually, the journal serves as an international platform where researchers, forest school leaders, practitioners, teachers, educators, and professionals can share original findings, methodological innovations, practical experiences, and theoretical frameworks that contribute to the design, implementation, and evaluation of Forest School programmes around the world. The magazine also serves as a platform for presenting and showcasing nature-based education projects.

The journal upholds the highest standards of integrity, ethics, and respect for the profession of forest school practitioners worldwide. All manuscripts undergo a double-review process conducted by specialists in nature pedagogy and evaluated by an international editorial board composed of distinguished experts and advisors in environmental education, developmental psychology, and early childhood education. Of particular importance to the quality and credibility of the publication is that all reviewers and advisors possess demonstrated professional experience and an established track record in their respective fields.

Contributions are welcomed from a broad range of disciplines and subject areas, including, but not limited to, education, ecology, psychology, bushcraft and survival skills, fieldcraft techniques, forest-based teaching and learning, innovation in nature-based education, the profession of forest school practitioners, nature-based curricula, early childhood education, primary education, secondary education in natural settings, Forest School, public health, environmental sciences, and related fields.

Forest School International Magazine is committed to the principles of open science. All published articles are freely accessible under a Creative Commons Attribution (CC BY) licence, ensuring that research findings and professional knowledge reach the widest possible audience of educators, policymakers, researchers, practitioners, and families committed to the wellbeing of children and the stewardship of the natural world.

Editorial Responsibility Statement

The opinions, interpretations, conclusions, recommendations, and statements expressed in articles, reports, studies, interviews, and other content published in Forest School International Magazine are solely those of their respective authors and do not necessarily reflect the views of the editorial board, reviewers, advisors, or the publishing organisation.

Although all submissions undergo editorial review and evaluation processes intended to promote the quality, rigour, and relevance of published content, responsibility for the accuracy of data, references, experiences described, methodologies employed, and conclusions presented rests entirely with the authors.

Forest School International Magazine encourages academic debate, respectful professional exchange, and a diversity of perspectives within the field of nature-based education. The publication of an article does not imply endorsement or approval by the editorial board of the ideas, methods, findings, or interpretations presented by its authors.

Any substantiated observation, request for clarification, correction, amendment, or critical comment submitted by readers, researchers, professionals, or institutions will be carefully reviewed by the editorial board in accordance with principles of rigour, ethics, transparency, and professional respect. Where appropriate, the journal may request revisions from authors, publish corrections or editorial statements, facilitate scholarly discussion, or, in exceptional circumstances, withdraw an article if substantial errors, ethical breaches, plagiarism, data fabrication, misinformation, or any other circumstance compromising the integrity, credibility, or reputation of the journal are identified.

The journal gratefully acknowledges the active participation of the international Forest School community, nature-based educators, and outdoor learning practitioners worldwide. We recognise that scientific and professional knowledge is advanced through critical dialogue, ongoing reflection, and a continuous commitment to improvement.

FOREST SCHOOL International Magazine ©
Nature Pedagogy • Outdoor Learning • Forest School Worldwide

Publicación digital internacional de acceso libre dedicada a la pedagogía en la naturaleza, Forest School, educación al aire libre, aprendizaje basado en la experiencia y proyectos educativos vinculados al mundo natural.

Colaboradores Internacionales

La revista cuenta con la participación de educadores, investigadores, profesionales Forest School, proyectos de educación en la naturaleza, organizaciones y autores invitados de distintos países.

Idiomas de publicación

Español • Inglés

Periodicidad

Publicación digital periódica.

Sitio web oficial

FOREST SCHOOL International Magazine

Contacto Editorial

Correo electrónico:
editorial@forestschoolmagazine.com

Derechos y Responsabilidad Editorial

Los artículos publicados son responsabilidad exclusiva de sus autores y no reflejan necesariamente la opinión del equipo editorial.

La revista tiene una finalidad educativa, cultural y divulgativa sin ánimo de lucro.

Los autores conservan los derechos sobre sus textos e imágenes salvo acuerdo específico de publicación.

Las imágenes y materiales publicados deben contar con las autorizaciones y permisos correspondientes por parte de los autores remitentes.

ISSN (en trámite)