Conservation Education Programs Research Articles

Hearing screening in video game players with headphones use

Background: Hearing loss due to noise can cause by entertainment activities. Loud noise resulting from use of earphones with excessive volume and for long periods threatens the safety of the user's hearing. Purpose: To determine the hearing function of video game players who use headphones. Methods: This research is a descriptive study with a cross-sectional design. Hearing function of the players were carried out using pure tone audiometry. Results: Total of 56 subjects were male (100%) and 66.1% subjects had used headphones for <12 months, 7.1% for 12-24 months and 26.8% for >24 months. As many as 87.5% subjects were exposed to headphone noise for <3 hours per day, 10.7% subjects for 4-6 hours per day and 1.8% for >6 hours per day. The volume level of headphones gamers was mostly set at 6 (39.3%). Based on pure tone audiometry, all subjects had normal hearing thresholds at low frequencies (500Hz and 1000Hz) and medium frequencies (2000Hz and 4000 Hz). Only 3 subjects (5%) had an increase of hearing threshold at high frequencies (6000Hz and 8000Hz). Conclusion: The hearing thresholds for each ear in video game players who use headphones based on frequency groups were identified in this study. An increase in hearing threshold in gamers could be an early sign of hearing loss, then hearing conservation education program should be considered for active gamers.

Conservation education with religious values: A literature review

Environmental education and conservation education play crucial roles in cultivating an environmentally subject and conservation society. The purpose of this research was to describe the implementation of religiously charged conservation education and various learning methods that can be used in conservation education. This study focused on the implementation of religiously charged conservation education and exploring diverse learning methods applicable to conservation education. The literature study method is used to analyze various reference sources and synthesize them into an idea that is contextual to the relevant issue. The results of the literature review found that integrating religious value-charged conservation education can be one of the solutions to build awareness and concern for environmental sustainability. Religious values can be the individual spirit in instilling a positive attitude toward the environment so that it will build the spirit of religious conservationists. The planning of a conservation education program can generally be divided into three stages: the preparation, implementation, and evaluation stages of the program. For a Formal education setting, learning methods such as mini research, JAS, PjBL, and Field trips can be chosen as learning methods for conservation education effectively. In a non-formal education context, alternatives like extension, socialization, integration of local culture, and the like can be chosen as options for promoting conservation education.

Exploring Students’ Academic Emotions Through a Conservation Education Program

Research and practice in educational settings should consider exploring the rich diversity of emotions experienced by students outside classroom settings, including nature clubs, as a conservation education program. This study aimed to conduct an exploratory case study to explore students' academic emotions during conservation education programs. The case study was carried out for four weeks to determine what can be learned from a single case about the students’ emotional aspects of the conservation education program in the Nature Club. Data collection is conducted through observation, interview, and collection of documents at the end of every activity. The data consisted of field notes and videotapes from observation, interview transcripts, and student emotions diary (SED). The research participant was 21 elementary students aged 9 to 11 who joined the Nature Club conducted by the Little Fire Pace (LFP) Community as one of their conservation education programs. The result shows that conservation content which is also part of science, can be learned and stimulate the emergence of students' academic emotions, both positive and negative. The dominant emotion in nature club activities is the happy emotion, and the slightest emotion arising from this activity is disgust. Then the results of student interest in all activities were more remarkable than boredom. Finally, suggestions are made on implications for teacher or pre-service teacher education for conservation or science education.

Predator free 2050 and pedagogy: Teaching about introduced predators in Aotearoa New Zealand

Invasive species pose a threat to biodiversity, and as such feature in some conservation education programs. However, there is debate about how to teach this difficult subject. We explored perspectives using a case study of education about introduced mammalian predators in Aotearoa New Zealand (NZ). We conducted semi-structured interviews with 18 NZ educators and animal welfare advocates and supplemented these data with material from a broader project on predator control in NZ. Our data indicated agreement that education should: 1) encourage respect for all animals, i.e., introduced predators should not be demonized and must be killed humanely; 2) enable children to develop their own opinions, e.g., whether to participate in trapping; and 3) designing programs to suit specific contexts, e.g., rural versus urban. However, there were disagreements, for example at what age children might begin trapping, and whether guiding students toward a particular conclusion is compatible with enabling their agency.

Check List, Status, Threat and Perception of Some Wildlife Species in the Three Ecological Zones of Adamawa State, Nigeria

The study was conducted to produce the status of some wildlife species and determine the threat factors and perceptions of wildlife species in the three (3) ecological zones of Adamawa state. The study tool consists of a structured questionnaire, multi-stage and simple random sampling techniques used for data collection. Descriptive statistics with Kiringe and Okello (2007) model were used for data analysis. Results indicated that 70, 72 and 75 species of wildlife belonging to 36, 38 and 39 families were listed in the Sudan, Northern guinea and Southern guinea savannah zones, respectively. Most of the species in the three zones were either rare, endangered or have gone into local extinction. Only nine (9) species were common in the Sudan savannah zone, eleven (11) in the Northern guinea savannah zone and twenty-two (22) in the Southern guinea savannah zone. There were no abundant species in the three (3) zones. The threat factors which consistently showed the highest prevalent threat index were farming (26.0 - 45.4), hunting (32.2 – 55.4), logging (12.5 - 80) and grazing (11.2 – 17.0). The wildlife habitat susceptibility index was highest in the Sudan savannah zone (100%) but least in the Southern guinea zone (83%). Hunting (0.32 – 0.55), farming (0.26 – 0.45), logging (0.13 – 0.18) and grazing (0.12 – 0.17) consistently showed the highest mean score threat factors in the three zones. Similarly, hunting (0.00033 – 0.00010), farming (0.0023 – 0.00028), logging (0.0009 – 0.00020) and grazing (0.0009 – 0.00013) consistently showed the highest relative threat factors severity index in the three zones. Wildlife species were perceived as something good by the majority of respondents in the three (3) ecological zones. The study recommended the acquisition of skills in areas such as craft making, tailoring, shoe and bag making, motor mechanic, carpentry, mason and modern agricultural practice to prevent the local dwellers from hunting, indiscriminate expansion of agricultural land areas, illegal logging, grazing and wildfires. Policy on population control should be formulated by the government in view of increasing pressure on natural resources, which include wildlife resources. Adequate policy and institutional framework should be put in place for the purpose of management and conservation of wildlife resources at the grass root level. The state government should strengthen its conservation education programmes on the intrinsic value of wildlife to society and stiffer penalties for illegal poachers and hunters to mitigate further illegal harvesting of wildlife.

Nature Club Activity: Knowledge Exploration on Javan Slow Loris (Nycticebus javanicus) and Protected Endemic Animals in Conservation Education Program

Conservation education can increase knowledge about endangered animals, one of which is the Javan slow loris (Nycticebus javanicus), and protected endemic animals in Indonesia, and this can be done through the nature club activity as one of the conservation education programs. However, most students are indifferent to conservation or science education. This individual influence is the characteristics and dispositions students bring to learning, such as interest, effort, values, and perceived abilities. This study aims to determine the effectiveness of conservation education programs through nature club activities on students' knowledge of Javan slow loris and protected endemic animals. The research method is the experimental method, with the research design used as one group pretest-postest design; the data collection technique is done by test and observation. The results showed that the activities carried out were effective on students' knowledge of Javan lorises and protected endemic animals, as evidenced by the calculation of the N-gain score indicating that the average N-gain score (mean) was 0.614.ABSTRAK: Pendidikan konservasi dapat menambah ilmu mengenai hewan yang terancam punah salah satunya yaitu Kukang Jawa (Nycticebus javanicus) serta hewan endemik yang dilindungi yang ada di Indonesia, hal ini dapat dilakukan melalui program klub alam yang ada pada pendidikan konservasi. Akan tetapi mayoritas siswa belum mendapatkan pendidikan konservasi dan hanya menjadi bagian kecil dari pendidikan sains. Penelitian ini bertujuan untuk mengetahui efektivitas pendidikan konservasi melalui kegiatan klub alam terhadap pengetahuan siswa mengenai kukang jawa dan hewan endemik yang dilindungi. Metode penelitian yang digunakan yaitu metode eksperimen, dengan desain penelitian yang digunakan adalah one group pretest-posttest design, teknik pengumpulan data dilakukan dengan tes dan observasi. Hasil penelitian menunjukkan bahwa kegiatan yang dilakukan efektif terhadap pengetahuan siswa mengenai kukang jawa dan hewan endemik yang dilindungi, dibuktikan dari hasil perhitungan N-gain score menunjukkan bahwa rata-rata skor N-gain (mean) adalah 0,614

The impact of sanctuary visits on children's knowledge and attitudes toward primate welfare and conservation.

Primate sanctuaries provide a solution for the increasing number of primates being taken from their home countries to support the demands of the illegal pet trade. To help end the primate trade and raise awareness about the risks this trade poses to delicate ecosystems, sanctuaries are increasingly developing conservation education programs. Education and raising awareness must be one of the primary roles of primate sanctuaries. However, there are few evaluations of the impacts of conservation education programs for school children published in scientific literature. To address this gap, we conducted an evaluation of educator-led visits of school children at Fundació Mona, a primate sanctuary located in Catalunya, Spain. Questionnaires for an experimental and control group were conducted with 3,205 school children, ages 8 to 18 from 83 different schools, to evaluate changes in their attitudes and knowledge of primate welfare and conservation. We found that Fundació Mona's program of environmental activities had a positive impact on children, both female and male students, in terms of attitudes and knowledge of primate welfare and conservation. Although female students gave better responses regarding welfare and conservation, all children showed gains in pro-conservation responses. This study demonstrates that environmental education activities focused on children can help shape a change in knowledge and attitudes toward primate welfare and conservation. Educator-led visits of school children to primate sanctuaries such as Fundació Mona can also serve to amplify biodiversity conservation messages among children and their families. We encourage primate sanctuaries to promote empirical studies of attitudes and knowledge of primate welfare and conservation and to conduct systematical evaluations to strengthen their educational activities.

Ten Years of Positive Impact of a Conservation Education Program on Children's Knowledge and Behaviour Toward Crested Macaques (Macaca nigra) in the Greater Tangkoko Area, North Sulawesi, Indonesia

In areas where primates are threatened, environmental education interventions are a key way to increase the local population’s knowledge of their environment and encourage positive attitudes and habits to preserve the environment and wildlife on a local and global scale. This study assesses the impact of Tangkoko Conservation Education (TCE), the Macaca Nigra Project’s conservation education programme, running since 2011 in North Sulawesi for school children, teachers, and the local population. TCE’s goal is to help people increase their knowledge of their environment and develop more positive habits and behaviours towards their local environment, especially the Critically Endangered and endemic crested macaques (Macaca nigra). We measured the efficacy of TCE’s programme for pupils using questionnaires provided one month before and one month after a year-long conservation education programme at school. Pupils’ knowledge and behaviour scores increased significantly after their participation in the programme. Their habits score also increased but this increase was not statistically significant. Girls scored significantly higher than boys in terms of positive behaviour towards wildlife. Children participating in the programme more than once seemed to obtain higher scores in their second participation, although the sample size was too small for formal analysis. Despite some limitations, this study demonstrates the positive impact of our programme on young people living in an area where primates are threatened. We hope that this research will inspire similar programmes in Sulawesi and elsewhere by providing methods and activities to help prevent primate extinction.

EXPERIENCES AND STRATEGIES OF EDUCATION AND CONSERVATION WITHIN GEOPARKS: A BIBLIOMETRIC REVIEW

UNESCO Global Geoparks are characterized by their contribution to the conservation of natural, geological, and cultural resources of the regions where they are located. Geoparks also represent an important figure within the sustainable development of the regions, so strategies around economic growth, conservation, and promotion of education are a fundamental part of their raison d'être. This study aims to identify the main trends in educational and conservation processes in geoparks worldwide. The methodological approach is based on the review of 114 articles from a search equation in the Scopus database, analyzing the results through a series of quantity, quality, and structure indicators. The search period is between 2005 and 2023, so there are recent advances in implementing educational aspects in geoparks. Other results point to the participation of several Asian and European countries as the most predominant, as well as a trend in the implementation of educational processes focused on earth sciences, environmental sciences, and social sciences. Sustainable development and conservation education programs are major players in the findings of this study. In this way, geoparks work as centers for developing conservation dynamics, developing economic and social aspects driven by educational initiatives, and disseminating knowledge to the communities and visitors. The geoheritage tourism sector integrates educational practices into developing experiences to raise awareness among the community and visitors.

Human-induced mortality an overlooked threat for raptors in Nepal

Summary Raptors play a unique role in ecosystem services and are regarded as effective indicators of ecosystem health. In recent years, varieties of anthropogenic factors have threatened the majority of raptor species worldwide. Nepal is considered a global hotspot for threatened and declining raptor species, but there is limited information on the direct human threats to the raptor populations living in the country. In this paper, we identify important anthropogenic threats to raptors in Nepal based on raptor mortality data collected by powerline surveys and from monitoring of GPS-tagged raptors, complete various reports, and social media. We found that powerlines, poisoning, and persecution, mainly shooting, are significant threats to raptors in Nepal that were largely overlooked previously. We report 54 electrocuted raptors affecting eight species, 310 poisoned raptors of 11 species, and five persecuted raptors of four species; among them vultures are the most affected (>88%). Based on our findings, to safeguard the future of Nepal’s raptors, we propose the retrofitting of power poles and the use of flight diverters on powerlines in the most affected areas to reduce raptor interactions with powerlines, as well as an effective conservation education programme to prevent the use of unintentional poisoning.

Jungle cat (Felis chaus) in farmlands: potential benefits of coexistence and human-wildlife conflicts in West Bengal, India

Human-wildlife coexistence has increasingly been known for providing diverse ecological services to humans. However, the global repercussions of the Anthropocene epoch have changed the status and future of human-wildlife relationships. In this paper, we shed light on the significance of a positive attitude towards sharing space with animals in identifying and managing both conflict and ecological aspects of human-wildlife interactions in an agrarian landscape. We tried to understand how interactions between meso-carnivores like jungle cats (Felis chaus) and humans influence their survival in dense human populations. We evaluate the abundance and habitat use by jungle cats seasonally and diet, as well as their interactions with farmers in West Bengal, India. The mean encounter rate of jungle cats was assessed and used as a proxy for their abundance. Using a combination of direct sign surveys, we found that the habitat preference and seasonal distribution of jungle cats were influenced by the change in seasons with respect to different habitats. Our results indicate that jungle cats were more associated with human settlements during the monsoon. Scat analysis revealed the dominance of rodents in the diets of jungle cats. This activity helps to control the rodent population from destroying crops. However, our interactions with farmers showed their negative attitude towards the species due to the instances of livestock (poultry birds) depredation. We suggest that, more interdisciplinary researches are required to address how affectively socioeconomic structures shape up positive human-wildlife interaction. Planning and implementation of conservation education programmes are also necessary to help people for understanding the economic and ecological benefits provided by jungle cats and other wide-ranging carnivores.

It's a sign: Animal welfare and zoo type are predictors of animal identification signage usage and quality at zoo exhibits.

Conservation education programs are listed as priority actions for almost every threatened species on the International Union for Conservation of Nature Red List. Zoos play an important role in delivering such programs, yet evidence of zoo education in many non-western countries is limited. Here, we evaluate animal identification signage prevalence and quality at zoo exhibits and investigate whether animal welfare, zoo type (accredited, government, and private), admission fee, zoo size, and proximity to urban centers are influencing factors. We used hornbills (Bucerotidae) as a model taxon, surveyed hornbill signage, and conducted welfare assessments of hornbill exhibits. We developed scoring frameworks and applied content analysis to analyze signage quality. Our results show that out of 18 zoos that displayed hornbills, 15 had hornbill signage. However, of the 106 hornbill exhibits in these zoos, 33% had no signage. We also found that signage presence or absence at individual zoos and signage quality is strongly correlated with animal welfare quality. Zoo type is a key factor in predicting signage and welfare quality, with accredited zoos scoring highest for both signage and welfare, followed by government and private zoos. Private zoos charged higher admission than other zoo types, and zoo size and proximity to urban centers did not influence signage or welfare scores. Overall, we conclude that in our study, signage usage and quality are inadequate, highlighting the importance of compliance with robust zoo standards to improve education and welfare within zoos to support global conservation goals.

Best practices are never best: Evaluating primate conservation education programs (PCEPs) with a decolonial perspective.

Who do we aim to educate with primate conservation education programs (PCEPs)? In a commentary published in a recent AJP, Annette Lanjouw suggested that many efforts to "educate" habitat-country communities can be neocolonial in their approaches. Forest destruction and habitat loss are a result of global consumption and expansion. We therefore need to approach conservation education from many angles including local stakeholders, policy makers, government officials, and the humans living in industrialized nations who are major consumers of the items that shrink primate habitats. In this review, we investigate PCEPs to determine if the conservation education goals, education methods, and assessment processes are proceeding within a neocolonial context. We reviewed the last 20 years of primate conservation literature and looked for publications that were focused on education programs. We found that in 50 of 52 publications published between 2001 and 2021, the education programs take place in habitat-country local communities. We also reviewed primate field researcher and field site websites, and in most cases, education programs were also focused on educating local communities living near or in nonhuman primate habitats. Exceptions were student clubs, zoo programs, and a high school outreach program. Many PCEP providers presented a list of "lessons learned" and we compiled their wisdom in combination with our experience to provide a framework for moving forward. We conclude that as conservation primatologists, we must think beyond our field sites to create opportunities for educational outreach. We can reach global consumers by linking to zoos, television/motion picture, print media, social media, and working with schools on curricula. Primatologists can engage our undergraduates to establish clubs and create meaningful assignments that reach beyond the classroom. We encourage primatologists from the Global North to consider their positionality and the history of conservation exclusion in their attempts to conserve primates.

Individual and community-level impacts of the unarmed all-women Black Mamba Anti-Poaching Unit.

In a conservation setting where escalating tension has been the norm, the unarmed primarily female-composed Black Mambas Anti-Poaching Unit (BMAPU) in South Africa are a successful counterpoint in that they have decimated poaching using only diplomacy and patrols. We sought to understand if the BMAPU is achieving its secondary goal of influencing support for conservation and wildlife among the nearby populace via community-based conservation actions including outreach and environmental education. We also determined the impact that the program has on the Mambas themselves. Using a mixed-methods survey we conducted structured in-person interviews with 120 community members from four communities where the women of the BMAPU live, and among all the women that were on active duty in the BMAPU at the time of the surveys. We found that all participants in the BMAPU program reported improved self and community perception of their societal role as financial providers, as well as their sense of agency and self-efficacy, relative to before becoming rangers. We also found that having BMAPU rangers living in the communities by itself did not contribute to community-level support for wildlife conservation or protected areas. However, one community with both a large-scale children's conservation education program and an equitable distribution of financial benefits paid by the nearby conservation concessionaires was significantly more supportive of wildlife conservation and protected areas than the other three. Further research to parse the relative contributions of the two contributing factors of education and financial benefit would help clarify their relative contributions. From this study, we conclude that a combination of child-focused conservation education programs and equitable distribution of financial benefits leads to increased community support for wildlife, conservation, and protected natural areas, and decreases support for poaching.

Energy conservation education intervention for people with end-stage kidney disease receiving haemodialysis (EVEREST): protocol for a cluster randomised control trial

IntroductionMultiple symptoms occur in people with kidney failure receiving haemodialysis (HD) and these symptoms have a negative impact on health-related quality of life (HRQoL). Fatigue, the most common symptom, is...

An assessment of the Human-Elephant conflict in Sapahi and Kakadi Village of Kolhabi Municipality, Bara, Nepal

This study aims to assess the trend, extent, and impact of Human-Elephant conflict (HEC) in Sapahi and Kakadi villages of Bara district. Direct field observation, Household Survey (HHs), Focus Group Discussions (FGDs), and Key Informant Interview (KII) were carried out during November and December 2016 where 11 wards were selected purposively from two village and 50 households from each village. Also, 12 KII and one FGDs from each ward were performed. SPSS 20.0, and MS Excel 2016 were used to calculate mean, percentage, frequency count, and chi-square test was used to determine the variation in people’s perception towards wild Elephant conservation. The total average damage of paddy per year per HHs was 834.1 kg followed by wheat 153.7 kg, and mustard 2.12 kg. The economic value of average annual crop damage per year per HHs accounted for NRs. 22669.70. Among total HHs, 84% of the respondents said that the trend of crop damage is increasing, 10% found no differences in crop damage, and remaining 6% said decreasing. During the last 5 years, 7 people were injured, and 6 were killed. The lighting fire, beating drum, and making noise were the local techniques used by all the respondents to chase away elephant for the mitigation of HEC. The farmers also guard their fields at night time. 60% of the respondents are positive towards elephant conservation and remaining 40% seems no significance for conservation. The compensation scheme for crop damage should be properly implemented in the study area to minimize the HEC. A sustained conservation education program especially focusing on female, farmers, and nomads are recommended to conserve wild elephants, and their habitat.

Conservation education promotes positive short- and medium-term changes in perceptions and attitudes towards a threatened primate species

Many wildlife conservation projects aim to change the perceptions of local communities through conservation education programs. However, few assess whether and how these programs effectively promote shifts in community perceptions and attitudes towards wildlife conservation. We designed an educational program focused on communicating to local inhabitants from a remote community in the Peruvian Amazon that their territories are considered globally important for the red uakari (Cacajao calvus), and inspire them to become protectors and defenders of this endangered species. We aimed to evaluate changes in perceptions and attitudes towards the red uakari monkey after a conservation education workshop. We found that positive attitudes and perceptions towards the red uakari (such as uakari hunting suspension and perception of uakari importance) increased immediately after and in the short-term (two years) following the workshop but diminished in the medium-term (three years). However, attitudes remained better than before the workshop. Our results indicate that conservation education programs are useful in encouraging positive attitudes towards wildlife conservation in the short term, but ongoing environmental education activities may be necessary to have lasting positive effects.

Save The King: Human-King Cobra, Ophiophagus hannah (Cantor 1836), conflicts and the need for conservation strategies in Nepal

Abstract.—Snake research tends to have a low priority in Nepal and very little information, mostly confined to populationsin small areas, addresses the biology and threats to the King Cobra (Ophiophagus hannah). Herein we providedata that could facilitate an assessment of the species’ status in Nepal and begin to address its conservation needs.We recorded data on King Cobras from 2015–2020, crosschecking with previous studies to avoid any duplicationof records. A King Cobra from Siddhara, Arghakhachi District, was the first record of the species in the district. Werecorded a total of 50 King Cobra mortalities from 20 districts, with most of them killed near human settlementsadjacent to forested areas. We mapped the locations of all mortalities and recorded land-use changes within a 500-mbuffer around each site over a 30-year period (1990–2020), revealing extensive landscape fragmentation in previouslyconnected natural areas. Our data suggest that the major threats to King Cobras are deliberate killing by humans andlarge-scale habitat loss due to an increasing human population. We recommend increased research to better understandthe biology of this charismatic species and continued conservation education and community outreach programs tofacilitate the development of effective conservation strategies.

Effectiveness of a conservation education program among school students on the importance of mangrove ecosystems in Setiu Wetlands, Malaysia

This study evaluated the effectiveness of a conservation education program in raising awareness among school students about the importance of mangrove ecosystems in Setiu Wetlands. About seventy-four upper secondary students were involved in a survey that was conducted with an educational workshop. The workshop focused on the benefits, threats, conservation, and importance ofmangrove ecosystem services, such as regulating, provisioning, supporting, and cultural services. The respondents were found to be unfamiliar with the benefits offered by cultural services, while regulation, provision, and support services were found to be significant.

Measuring of the effects of a sea turtle conservation education program on children's knowledge and attitudes in Grenada, West Indies

Grenada, a multi-island country in the Caribbean Sea, supports aggregates of critically endangered hawksbill turtles (Eretmochelys imbricata), endangered green turtles (Chelonia mydas) and vulnerable leatherback turtles (Dermochelys coriacea). These species play an integral role within the marine ecosystem and are important to ecotourism in Grenada. They are also negatively impacted by anthropogenic factors in Grenada such as legal and illegal hunting, habitat loss, pollution, and by-catch. Conservation educational programs represent a powerful approach for increasing public knowledge about sea turtles and engaging stakeholders to improve management of sea turtle populations. However, little data is available that quantifies the impact that these programs have on participants. A 10 day, active-learning sea turtle education program was developed for 22, nine to twelve-year old children who were selected for participation by their school principles, on the island of Carriacou, a dependency of Grenada. Knowledge and attitude changes towards sea turtle biology and conservation were quantified with pre- and post-curriculum test scores consisting of multiple-choice basic biology questions (n = 15) and Likert-scale questions (n = 16) that assessed the variables understanding and concern, locus of control, and level of verbal commitment. Student's knowledge of sea turtle biology significantly increased 12.3 percentage points, including a 16.3 percentage point increase for females (n = 11) and 7.9 for males (n = 11). Likert-scale scores demonstrated that students held and maintained a positive attitude towards sea turtle conservation. Score changes were not significant but females trended towards a more positive attitude change for each variable post-curriculum while males trended towards less positive attitudes. Possible influences driving these gender differences are discussed. Public education remains central to engaging communities in sea turtle conservation and ocean resource management efforts in the Caribbean region. Understanding the effects of conservation education programs on participant knowledge and attitudes is central to our ability to progress the curriculum and better engage communities in conservation efforts.