Typifying conservation practitioners’ views on the role of education

Education is an established tool to enhance human–environment relationships, despite the lack of empirical evidence to support its use. We used theories of change to unpack assumptions about the role of education in conservation. We interviewed practitioners from 15 conservation organizations in Madagascar to typify implicit pathways of change and assess whether emerging pathways echo theoretical advances. Five pathways were drivers of change: increasing knowledge, changing emotional connection and changing traditional cultural practices, fostering leaders, diversifying outcomes, and influencing community and society. These pathways reflect existing sociopsychological theories on learning and behavioral change. Most interviewees’ organizations had a predominant pathway that was often combined with elements from other pathways. Most pathways lacked culturally grounded approaches. Our research reveals assumptions about the role of education in conservation and indicates that organizations had different ideas of how change happens. The diversity of practices reflects the complexity of factors that influence behavior. Whether this diversity is driven by local sociocultural context, interaction with other conservation approaches, or contingencies remains unclear. Yet, typifying the pathways of change and reflecting on them is the first step towards comprehensive evaluation of when and which pathways and interactions to promote.     

A training model for environmental educators and interpreters employed in Greek protected areas and ecotourism settings

In Greece, environmental interpretation is in its infancy as an academic field. In particular, there are no nature guides or specific conservation objectives, and no professional training for non-formal environmental educators and/or interpreters. In view of the United Nations Decade of Education for Sustainable Development, this paper develops and recommends a training model for environmental educator/interpreter guides in protected areas and sensitive ecotourism settings in Greece. An investigation was undertaken into training programmes in developed and less developed ecotourism countries, where environmental interpretation is practiced in the sustainable management of sensitive areas. The proposed model is based mainly on interpretive training programmes of other developed and less developed countries. This model introduces the art of environmental interpretation as a form of non-formal environmental education, integrated in strategic communication in protected areas and sensitive ecotourism areas in Greece. The developed model takes into consideration the special social settings and biophysical environments of Greece. Moreover, a professional environmental interpreter group is recommended to support the role of management authorities in protected areas.