Historically, Internet access has been linked to a country’s wealth. However, starting a decade ago, this situation changed dramatically and Internet access became increasingly available in primate range countries. The rapid growth of smartphone use in developing nations has created new avenues to communicate conservation. Here we assess the potential of social media to promote primate conservation at the local level within primate range countries. We interviewed 381 people in communities associated with 18 conservation projects from 11 countries to assess their use of social media. We found that 91% of the people had at least one social media account and 95% of these people checked their accounts daily. The median number of contacts per person across all platforms was 453 and 300 considering only each person’s most used platform. We also documented that local conservation projects had a diversity of information they wanted to relay to the local community through social media. Our research highlights the potential for social media to be an extremely useful communication tool for tropical conservation scientists. Thus, we encourage more conservation groups to explore using social media to communicate to local communities and to report on the impact it has on conservation.
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.
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