The general level of integration of information and communication technologies (ICT) in teaching haD increased greatly over the past years. However, forestry education in Slovakia have been using traditional didactical approaches such as theoretical class teaching, set of lectures more or less mixed with practical field training and excursions. It has relied mainly on traditional learning tools e.g. hardcopies of various publications etc. Such education system is no more able to provide expected results. Therefore, Slovak forestry education needed to adopt modern didactical approaches and innovative learning techniques able to hold learner’s interest, and secure flexible education for effective knowledge transfer.The main aim of this project was innovation of forestry education through transfer the findings of a blended learning approach exploiting a problem oriented way of learning in Germany and Austria to the forestry education in Slovakia and Czech Republic. Beside the transfer of the didactical approach, the project aimed also at the transfer of the requirements for a target oriented ICT environment, based on the experiences gained in Austria and Germany. Thematically, the pilot implementation focused on learning material on “forest management under changed environmental conditions”.The Slovak partners (vocational training centre and SME) were the main beneficiaries of the above-mentioned transfers. Austrian and German partners were providers of didactical approach (blended learning strategy and problem oriented learning) and the contents on the pilot course material. The Austrian partner was also providing the expertise on the application and adaptation of the e-learning environment Moodle. Czech partner led creation of pedagogical material - content. All partners have had a mutual benefit by the creation of new on-line content in several languages and the lessons learned from this transfer activities.Main outcomes of the project is i) the transfer of a Blended Learning approach to Slovak further forestry education, ii) the adaptation and application of an e-learning platform and iii) ICT-based pedagogical materials created and tested (pilot course “forest management under changed environmental conditions”). This approach has supported the innovation of ICT-based learning tools and the transfer of research outcomes to forestry practice. At the long run, these activities help to bridge the gap between educational institutions and forest practice and increase cooperation among them.