Socially, forestry educational institutions are responsible of providing their societies with the well-qualified forest engineers. Being able to perfectly assume this responsibility, forestry curricula need to be constantly updated along withtechnique, socio-economic, politic, and legislative novelties. Along with this logic, forestry legislations represent a fundamental reference for forestry education upgrading. This research tries to illuminate some elements about the “forest” concept evolution of Syrian forestry legislations and their educational extrapolations. The corpus of this research consists of the five forest laws adopted and applied in Syria following 1869; the related legislative documents have been collected, described and meaningfully analyzed. Concerning the problematic question of this paper, the “forest” has been officially conceived through a narrow direct economic vision but not through its realistic potentiality as an integrated socio-economic ecosystem. Through this paper, six main structural subject matters were identified within the targeted forest laws as common themes. The tracking of Syrian forestry legislations transitional conduit through the last fourteen decades identifies four main evolutional phases. Educationally, this research has endorsed institutional and curricular recommendations; five new educational courses are proposed to be introduced within Syrian forestry curricula. Key words: Forestry; concept; legislation; forest law; Syrian; French; Ottoman; curricula.