Abstract
In Japan, rural areas have maintained the forests and their public functions, but their activities are gradually declining because of the stagnant forest industry and the depopulation and aging of the society. In recent years, project-based learning (PBL) on regional issues or problems has been introduced in higher education, and there are increasing cases of applying forests as regional resources. This study measured the ability growth of students in project based learning using 12 competency elements of Fundamental Competencies for Working Persons as an indicator. By comparing ability growth in forest environmental education (FEE) with that of PBL, the growth in their ability by FEE was higher in “stress control,” followed by “creativity” and “ability to influence,” after a year-long activity. Principle Component Analysis was applied in order to validate the factors, and influences by “accomplishment factor by reflection” and “activity content factor” were confirmed. Specifically, the activities of FEE are influencing growth in “ability to grasp situations,” “ability to apply rules and regulations,” and “ability to stress control”.
