1. Introduction

Education on 'Natural Forest Capital' (NFC) entails promoting and comprehending the sustainable management of forest resources. Forests play a crucial role in supporting life on Earth by providing ecosystem benefits such as biodiversity conservation, carbon sequestration, and climate regulation (^{Arce, 2020}). The aim of Education on NFC is to increase awareness and appreciation of forest resources while advocating for their sustainable utilization. This involves educating individuals about the importance of forests, sustainable practices for their utilization, and effective forest management approaches. This study focuses on enhancing education on NFC to contribute to the sustainable development of global, regional, urban, and local communities, with specific emphasis on the preservation of endemic natural forests and environmental protection. Typically, NFC education covers various topics including renewable and recoverable natural resource education, non-renewable natural resource education, market natural resource education, and non-market natural resource education (^{Daly, 1990}).

Deforestation, resulting from human activities such as intensive agriculture, mining, infrastructure construction, and indiscriminate tree cutting, continues to pose a significant challenge to forestry capital worldwide. Its repercussions include severe environmental problems such as loss of biodiversity, soil erosion, and desertification. Inadequate forest management is another issue that can lead to forest depletion, irreversible loss, soil degradation, reduced productivity, and compromised water quality. Insufficient efforts in conservation and restoration further contribute to the loss of biodiversity and the decline of ecosystem services provided by natural forests (^{Capriolo et al., 2020}).

Furthermore, natural forests face various additional threats at the global, regional, and local levels due to social and political conflicts related to land ownership, community rights, and the exploitation of forest resources. These conflicts can lead to forest degradation and the loss of invaluable ecosystem services. It is crucial to acknowledge that these are just a few examples of the issues impacting forest capital in different regions, and each situation requires tailored solutions. Consequently, research on the "education on natural forest capital" assumes great significance in promoting sustainable forest resource management, fostering environmental stewardship, and safeguarding the well-being of local communities (^{Hinson et al., 2022}; ^{Small et al., 2023}).

It is worth noting that these challenges represent only a selection of the issues that can affect forest capital in various regions worldwide. Each location faces its own unique set of challenges, underscoring the importance of researching the "education on forest natural capital" to promote sustainable forest resource management internationally. Such studies contribute to raising awareness about sustainable utilization and environmental preservation, as well as the well-being of local communities (^{Small et al., 2023}).

Romerillo forests serve as an example for developing education on the NFC because they are found in certain regions of Latin America, especially countries in the Andean area of South America such as Peru, Ecuador, and Colombia (^{Dalling et al., 2010}). Additionally, according to various authors who have studied this type of natural capital, Romerillo forests are at risk of extinction, and the more developed old-growth ones (which are becoming scarce) are the most endangered (^{Yaguana et al., 2012}; ^{Bonilla, 2015b}). In this regard, it is possible to develop education regarding the derived services, such as outdoor landscaping of natural capital, a wide range of ecosystem services including outdoor recreational opportunities, beauty, appreciation and contemplation of Romerillo forests, soil protection, climate regulation, biodiversity conservation, and timber production (ex situ), as well as non-timber forest products (^{Cordero et al., 2008}; ^{Neill, 2020}).

Educating the public, both formally and informally, about the importance of understanding and preserving the Natural Capital of Romerillo (NCR) forests is highly valuable, not only from an environmental standpoint but also economically, especially considering the endangered status of this forest type (as previously indicated). Education on forest conservation and sustainable management can have various benefits, such as climate prevention and mitigation, protection of biodiversity and water resources, provision of ex situ information services (like ecological art and environmental literature), as well as intangible benefits for local communities and societies. This approach promotes sustainable economic development in harmony with nature and the environment (^{Corona & Kaltmeier, 2012}; ^{Geier, 2020}).

Gaining an understanding of the issues related to NCR forests and exploring sustainable management approaches is crucial to maximize social and economic benefits at the local and regional levels. Studies on NCR can focus on social forestry development alternatives to raise public awareness about the significance of forests, biodiversity management and conservation, carbon sequestration in forest ecosystems, and improving community well-being through sustainable forest utilization (^{Barbier, 2019}).

Moreover, the concept of Education on NCR is relatively new and understudied within the field of natural sciences. Challenges such as the lack of information, follow-up, and monitoring of scientific publications regarding "social-forestry and environmental education of the Romerillo natural asset" have hindered the dissemination of accumulated knowledge for the sustainable use and long-term conservation of Romerillo resources. Insufficient understanding of scientific literature on natural capital education, particularly concerning forest ecosystems, further contributes to undervaluation and lack of knowledge regarding the current state of NCR. This is especially true in terms of economically intangible uses of natural forests and education encompassing natural historical, theological, social, political, technological, and cultural aspects for the conservation of Romerillo forests in Ecuador and Peru (^{Bonilla, 2015b}).

The issue surrounding NCR in Ecuador may share similarities with the concept of "natural forest capital" in Peru and other South American countries. This raises complex questions, one of which is: How has the education on NFC developed in the context of the concept's meaning and specifically for the case of natural Romerillo forests in Ecuador? The need for education on Romerillo forests involves reviewing existing literature on their conservation and potential uses, particularly intangible ones, of the goods and forest services provided by Romerillo forests, both intrinsically (the nature itself) and for society. The overall objective of this research is to review existing scientific literature on the Romerillo forest asset and propose a sustainable education approach for NCR. The specific objectives include: (a) Reviewing the concept of forest capital in a general context; (b) Proposing a concept of education for natural capital of Romerillo; (c) Suggesting alternative ways to develop the concept of Education on NCR, primarily in the Ecuadorian context, but potentially adapting them to other circumstances in the region, including Peru.

2. Methodology

In this study, exploratory research methodology was employed, based on the approach suggested by ^{Fernández et al. (2007}) and ^{Dash (2019}). This method seeks to clarify the delineation of ambiguous issues through a comprehensive literature review and/or expert opinions. ^{Dash (2019)} contends that exploratory literature review studies entail exploring available information in libraries, online sources, books, journals, newspapers, and other outlets. The works of ^{Baumeister & Leary (1997}), ^{Davis et al. (2014}), and ^{Pillai (2020}), both in theory and practice, assert that literature review is a versatile social research method applicable across diverse scientific disciplines. ^{Grant & Booth (2009}) also illustrate that literature review analysis techniques can take various forms, such as chronological, conceptual, thematic, or mixed.

Within this methodological framework, an exploratory research method with secondary information was used, in combination with a literature review and a mixed literature analysis technique (thematic, conceptual and chronological) to study the NCR. The focus was on exploring, analyzing documents, and examining content within national and international contexts.

It is important to highlight that ^{Hart (1998}) and ^{Mortensen (2012}) underscore the significance of conducting a literature review on the concept of Romerillo natural forest capital, emphasizing the utilization of knowledge from prior research to offer insights for future directions. Additionally, to pinpoint relevant literature, the review adhered to and modified the recommendations outlined by ^{Webster & Watson (2002}) and ^{Leite et al. (2019}) in a three-step process, as depicted in Figure 1.

Figure 1 Steps in the methodological development of the Study (own elaboration). 

3. Results and discussion

3.3. The concept of education on forest natural capital, in the Ecuadorian context

Environmental education about Romerillo forests in Ecuador serves as a significant source of intangible natural physical capital from extraordinary ecological importance in conserving environmental goods and services. Education on NCR facilitates the understanding of the rich floristic composition of this natural capital. In Ecuador some studies have documented up to 107 plant species within an 11,000 m2 area. Notably, species from the “podocarp” family, which hold great ecological significance, are prominent. With a primary objective of educating the population, Education on NCR aims to convey the various aspects that constitute the concept of natural capital in Romerillo forests in Ecuador (^{Lozano & Yaguana, 2009}; ^{Blandariz et al., 2023}).

Figure 2 Education on the natural forest capital of Romerillo in Ecuador. Source: Adapted from ^{Lozano & Yaguana (2009}). 

Figure 2 illustrates key elements crucial to educating individuals of all ages, including students, children, youth, and adults, about the NCR. It presents information on species diversity, ecological classification, floristic diversity at various levels such as plot, shrub layer, herbaceous plants, and epiphytes. This visual aid enhances understanding of the functioning of Romerillo forests (^{Lozano & Yaguana, 2009}).

In addition, Figure 3, pertinent details regarding the concept of educating the natural capital of the Romerillo forest are depicted. It showcases ecological parameters specific to Romerillo species, bridging the gap between scientific knowledge and the notion of "education on the natural capital of Romerillo" (or podocarp forests).

Figure 3 presents informative data aimed at educating the population about the concept of natural capital education of Romerillo. It highlights ecological parameters that contribute to the formation of the forest ecological capital of Romerillo for individuals ≥ 5 cm. in Ecuador. These parameters include density (5 - 29 individuals/ha), basal area (0.31 - 16.45 m²/ha), dominance (24.51% - 35.17%), and importance value index (11% - 37.83%). These parameters are instrumental in understanding the plant species diversity and structural composition of these forest ecosystems, further promoting Education on NCR. Notably, studies have recorded a total of 1091 individuals, with 56 of them belonging to Romerillo mollón C.N. Page (Retrophyllum rospigliosii Pilg.), Romerillo azuceno (Podocarpus oleifolius D. Don ex Lamb), and Romerillo fino (Prumnopitys harmsiana -Pilg. Laub) species within an area of 1.1 ha. These figures demonstrate the dominance and ecological significance of these valuable ecosystems, particularly for formal and informal education on NFC, as they encompass a cloud forest ecosystem with exceptional and emblematic characteristics for learning in Ecuador (^{Gálvez et al., 2003}; ^{Bonilla, 2015b}).

Figure 4 illustrates the natural capital formation of tropical forests as stores of biomass and providers of ecological functions for both nature and society. The sale of forest resources (given the conversion of biomass into wood), can produce economic benefits, but finite ones, to the extent that there is inadequate forest management and depletion of heterogeneous forests through unsustainable logging practices, which lead to a slow recovery and a potential extinction of the forest resource. Therefore, it is crucial to view the tangible forest asset as an intangible forest physical asset (AFFI) through forest natural capital education. This approach emphasizes the non-physical use of the capital, focusing on knowledge and information about ecological functions, utilizing the “Romerillos” information service. The purpose would be to transform intangible assets (knowledge or existing information about “Romerillos”) into a tangible economic product, enabling the generation of "infinite" economic benefits, it is knowledge-based economy through ecological literature, intangible ecological arts, environmental and economic culture, that do not compromise the stocks of the forest resource for the development of a creative ecological economy in space and time. It is important to ensure that these endeavors support the development of a creative ecological economy while preserving the stock of forest resources in space and time.

Figure 3 The concept of education linked to the ecological parameters of the NCR in Ecuador. Abbreviations: IVI: Importance Value Index; D: Density; Dm: Dominance; G: Basal Area. Source: Adapted from ^{Lozano & Yaguana (2009}). 

Figure 4 NFC cycle in Andean and humid lower montane forests of the Ecuadorian Amazon. Source: Adapted from ^{Bonilla (2014}). 

Figure 5 Education related to the natural capital of Romerillo for the development of a creative ecological economy, in Ecuador. Source: Adapted from ^{Jiménez-Herrero (2001}); ^{Geier (2020}); ^{Bonilla (2015b}).  

Figure 5 shows that the education on NFC regarding ecosystem services and specialized information and knowledge services can foster the development of a positive creative ecological economy for mankind and society. This enables favorable benefits of intangible ecological services such as ecological literary development (digital ecological books, poetry, poems, novels, fables, and enchanting ecological tales with a touch of mysticism), ecological essays, theater, climate fiction, intangible ecological art (digital paintings), ecofiction, ecological storytelling, videos, eco-stories, natural Anthropocene fiction, short films or movies based on ecological narratives, educational video games for conservation teaching and learning, ecological documentaries, and the development of philately or stamps for the dissemination, sustainable use and recognition of NCR from the perspective of environmental innovation for green growth (^{Cordero et al., 2008}; ^{Geier, 2020}; ^{Alola & Akadiri, 2023}).

In summary, as an alternative for the development of Education on NCR, a definition is proposed that involves utilizing the physical capital and environmental services of the forest in an intangible manner. This approach relies on information and knowledge services to foster sustainable use and a culture of environmental conservation, ultimately promoting a "sustainable creative intangible economy of the Romerillos" This is also related to what ^{Alola & Akadiri (2023}) states, indicating that environmental innovation, material productivity, and population promote green growth to generate economically sustainable benefits for local communities and society at large.

4. Conclusions

In general, the concept of NFC education has received limited attention and research, but it can be conceptualized in association with an education for an “Intangible Creative Ecological Economy” (ICEE), which enables the development of formal and informal education related to NFC. This education is focused on the utilization of natural assets and sustainable intangible, as well as environmental services derived from information, knowledge, science, and educational cultural services.

This study proposes addressing the educational aspect of NCR as the transmission of knowledge to individuals and society regarding the use of information and knowledge related to intangible environmental services. These are conveyed through formal and informal educational programs. In terms of knowledge utilization, emphasis is placed on teaching, learning, and utilizing intangible environmental assets or goods and services for the development of a creative, intangible ecological economy, as well as for the conservation of trees and Romerillo forests in the present and future.

The development opportunities presented by education on NCR are closely linked to the use of an ICEE, which is based on the development of information and knowledge products. This development encompasses ecological literature (such as digital ecological books, poetry, tales, essays, and theater), climate fiction, intangible ecological art (digital paintings), ecofiction, ecological fables, narratives, ecological videos, eco-stories, natural anthropocene fiction, novels, short films, ecological video games for teaching and learning in conservation, documentaries, and the development of ecological philately for dissemination, sustainable use, and recognition of Romerillo's natural forest capital.

This article represents the first exhaustive literature review that focuses on the concepts of NFC and NCR, as well as "Education" within both concepts (ICEE). The documentation and analysis have led to the following approach: First, the introduction of a new concept of intangible creative ecological economic education, through a broader definition that explains its connection with education related to Romerillo. Existing research suggests that the knowledge and scientific information about Romerillos can contribute to the promotion of an ecological economy based on intangible creative knowledge. Second, the key aspect of the ICEE concept revolves around the development of an ecological economy of intangible ecological literary knowledge and intangible ecological art to foster a positive environmental and economic culture among individuals and societies in highly forested natural capitals. This necessitates further research on the construction and implementation of ecological literature and intangible ecological art knowledge (^{Bonilla, 2015b}). Third, the study advocates for additional work and research on the education of “intangible natural forest capital” to foster a practical intangible creative ecological economy in boreal, temperate, and tropical forests. The aim is to mitigate deforestation and preserve natural forests worldwide.

The study advocates for the development of new works and additional research on the education of "intangible natural forest capital" to promote the implementation of university educational programs and those that do not require degrees based on a deeper understanding of the construction and implementation of biocommerce strategies derived from intangible biodiversity services, such as ecological literature and intangible ecological art. This aims to provide better employment opportunities for students regarding the sustainable use of NCR. In this way, a practical ecological economy for the Andean Romerillo forests could be created, aiming to enhance the conservation conditions of these natural forest resources and other socio-economic aspects of the connected societies without promoting their depletion in space and time. Ultimately, the goal of intangibly valuing the NCR is to encourage educational programs with a focus on social conservation sciences, mitigate deforestation, and preserve the natural forests of the Andean Romerillo for present and future generations.