The Concept of “Forest” has often been reduced through education into mere a group of trees; whereas a forest, as an ecosystem, is much more complex than that. This research supposes that curricula should reflect societies’ needs and lifestyles which generate the fundamental philosophy of different fields of education. Along with this framework, this paper tries to highlight the role played by the regional factor in the incorporation of the concept of “forest” as a reference to renewable socio-economic resource (RSeR‎) in forestry curricula. Two regional contexts were considered through this paper: the European and the Near-eastern from which nine national forestry curricula had been analyzed. The identification of the involvement’ level of humans and socials sciences and the characteristic “forest” of each curriculum were the additional objectives of this analysis. This paper concludes that the concept of the “forest” as a reference to RSeR‎ is almost not realized through the existing forestry curricula. Furthermore, the referential forest model in forestry education is deeply affected by the traditional regional practices where each society has its specific model of “forest”.