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Training future generations to deliver evidence‐based conservation and ecosystem management

2021; Wiley; Volume: 2; Issue: 1 Linguagem: Inglês

10.1002/2688-8319.12032

2688-8319

Harriet Downey, Tatsuya Amano, Marc W. Cadotte, Carly N. Cook, Steven J. Cooke, Neal Haddaway, Julia P. G. Jones, Nick A. Littlewood, Jessica C. Walsh, Mark I. Abrahams, Gilbert B. Adum, Munemitsu Akasaka, José A. Alves, Rachael E. Antwis, Eduardo C. Arellano, Jan C. Axmacher, Holly Barclay, Lesley Batty, Ana Benítez‐López, Joseph Bennett, Maureen J. Berg, Sandro Bertolino, Duan Biggs, Friederike C. Bolam, Tim Bray, Barry W. Brook, Joseph W. Bull, Zuzana Buřivalová, Mar Cabeza, Aliénor L. M. Chauvenet, Alec P. Christie, Lorna J. Cole, Alison J. Cotton, Sam Cotton, Sara A. O. Cousins, Dylan Craven, Will Cresswell, Jeremy J. Cusack, Sarah E. Dalrymple, Zoe G. Davies, Anita Díaz, Jennifer A. Dodd, Adam Felton, Erica Fleishman, Charlie J. Gardner, Ruth Garside, Arash Ghoddousi, James J. Gilroy, David Gill, Jennifer A. Gill, Louise Glew, Matthew Grainger, Amelia Grass, Stephanie Greshon, Jamie Gundry, Tom Hart, Charlotte Rachael Hopkins, Caroline Howe, Arlyne Johnson, Kelly W. Jones, Neil R. Jordan, Taku Kadoya, Daphné Kerhoas, Julia Koricheva, Tien Ming Lee, Szabolcs Lengyel, Stuart W. Livingstone, Ashley Lyons, Gráinne McCabe, Jonathan Millett, Chloë Strevens, Adam Moolna, Hannah L. Mossman, Nibedita Mukherjee, Andrés Muñoz‐Sáez, Nuno Negrões, Olivia Norfolk, Takeshi Osawa, Sarah Papworth, Kirsty J. Park, Jérôme Pellet, Andrea D. Phillott, Joshua M. Plotnik, Dolly Priatna, Alejandra Ramos, Nicola Randall, Rob M. Richards, Euan G. Ritchie, David L. Roberts, Ricardo Rocha, Jon Paul Rodrı́guez, Roy Sanderson, Takehiro Sasaki, Sini Savilaakso, Carl D. Sayer, Çağan H. Şekercioğlu, Masayuki Senzaki, Grania Smith, Robert J. Smith, Masashi Soga, Carl D. Soulsbury, Mark D. Steer, Gavin Stewart, Emily Strange, Andrew J. Suggitt, Ralph R. J. Thompson, Stewart Thompson, Ian Thornhill, Rosie Trevelyan, Hope O. Usieta, Oscar Venter, Amanda D. Webber, Rachel L. White, Mark J. Whittingham, Andrew Wilby, Richard W. Yarnell, Veronica Zamora‐Gutierrez, William J. Sutherland,

Conservation, Ecology, Wildlife Education

Abstract 1. To be effective, the next generation of conservation practitioners and managers need to be critical thinkers with a deep understanding of how to make evidence‐based decisions and of the value of evidence synthesis. 2. If, as educators, we do not make these priorities a core part of what we teach, we are failing to prepare our students to make an effective contribution to conservation practice. 3. To help overcome this problem we have created open access online teaching materials in multiple languages that are stored in Applied Ecology Resources. So far, 117 educators from 23 countries have acknowledged the importance of this and are already teaching or about to teach skills in appraising or using evidence in conservation decision‐making. This includes 145 undergraduate, postgraduate or professional development courses. 4. We call for wider teaching of the tools and skills that facilitate evidence‐based conservation and also suggest that providing online teaching materials in multiple languages could be beneficial for improving global understanding of other subject areas.