Challenges for the academic and continuing education courses in ecological restoration in Chile

To be skilled in ecological restoration, students need multidimensional training. The effectiveness of restoration education at different levels is not widely known. We analyzed the syllabus of undergraduate, graduate, and continuing education restoration courses offered in Chile, focusing on: (1) the distribution of courses in terms of geographic region, type of institution offering the course, type of course offered, and its duration; (2) multidimensionality of the courses based on the ecological restoration dimensions addressed (i.e. ecological, socioeconomic, and management); and (3) gender equity among responsible and collaborating teachers. A total of 32 ecological restoration courses were offered in Chile between 2010 and 2021, with 69% offered by universities in the central and southern regions. The training mainly covered ecological issues of terrestrial ecosystems with little emphasis on socioeconomic or management aspects. The teaching of ecological restoration had limited female representation, with men predominantly leading the courses. Specifically, 73% of the courses were led by male instructors, while only 15% were led by female instructors. In conclusion, restoration education in Chile is geographically and ecosystem biased, lacks multidimensional training because it is heavily ecology‐focused, and exhibits gender inequality among instructors. Expanding course offerings nationwide, promoting comprehensive training, and addressing gender disparity are crucial.