Professional perspectives and expectations of forest engineering students

Abstract

This study examines the perspectives and professional expectations of forest engineering students in Türkiye. Forest engineering, beyond its technical demands, carries significant responsibility for the sustainable management of natural resources. However, recent shifts in labor market dynamics, declining public sector employment, and the rise of emerging professional fields have influenced students’ perceptions and career trajectories. The research is based on survey data collected from 522 students enrolled in forest engineering departments at 12 universities across Türkiye. The questionnaire explored students’ views and tendencies across several dimensions: professional identity, gender perception, working conditions, inclination to work in rural areas, perceptions of the public and private sectors, employment anxiety, and professional expectations. Data were analyzed using non-parametric methods, including Spearman’s correlation, Kruskal–Wallis, and Mann–Whitney U tests. Results show that students generally hold positive views about the profession. However, concerns about employment and salary expectations increase significantly among students in upper academic years. In addition, students’ perceptions vary significantly based on academic year, household income level, parental education, and whether they made a conscious choice of their department. These findings provide critical insight for policymakers seeking to restructure forestry education and develop more student-centered approaches.