Initial glance, forensic intelligence may appear as a nascent facet of forensic science facilitated by advancements in information technologies such as computers, databases, and data-flow management software. However, a more profound examination reveals that forensic intelligence represents a genuine and emerging inclination among forensic practitioners to actively participate in investigative and policing strategies. In doing so, it elucidates existing practices within scientific literature, advocating for a paradigm shift from the prevailing conception of forensic science as a conglomerate of disciplines merely aiding the criminal justice system. Instead, it urges a perspective that views forensic science as a discipline studying the informative potential of traces—remnants of criminal activity. Embracing this transformative shift poses a significant challenge for education, necessitating a shift in learners' mindset to accept concepts and methodologies in forensic intelligence.
Recent calls advocating for the integration of forensic scientists into the criminal justice system, as well as policing and intelligence missions, underscore the necessity for the establishment of educational and training initiatives in the field of forensic intelligence. This article contends that a discernible gap exists between the perceived and actual comprehension of forensic intelligence among law enforcement and forensic science managers, positing that this asymmetry can be rectified only through educational interventions 
The primary challenge in forensic intelligence education and training is identified as the formulation of programs aimed at heightening awareness, particularly among managers, to mitigate the risk of making suboptimal decisions in information processing. The paper highlights two recent European courses as exemplars of educational endeavors, elucidating lessons learned and proposing future directions at an initial glance, forensic intelligence may appear as a nascent facet of forensic science facilitated by advancements in information technologies such as computers, databases, and data-flow management software. 
However, a more profound examination reveals that forensic intelligence represents a genuine and emerging inclination among forensic practitioners to actively participate in investigative and policing strategies. In doing so, it elucidates existing practices within scientific literature, advocating for a paradigm shift from the prevailing conception of forensic science as a conglomerate of disciplines merely aiding the criminal justice system. Instead, it urges a perspective that views forensic science as a discipline studying the informative potential of traces—remnants of criminal activity. Embracing this transformative shift poses a significant challenge for education, necessitating a shift in learners' mindset to accept concepts and methodologies in forensic intelligence. 
The overarching conclusion is that the heightened focus on forensic intelligence has the potential to rejuvenate a proactive approach to forensic science, enhance quantifiable efficiency, and foster greater involvement in investigative and managerial decision-making. A novel educational challenge is articulated for forensic science university programs worldwide: a shift in emphasis from a fragmented criminal trace analysis to a more comprehensive security problem-solving approach.