In the frame of our research project, we customise the dissemination and outreach strategies to align with the needs and contexts of our diverse stakeholders. For local implementers and communities, communication is designed to be interactive and engaging, relying heavily on oral presentations and visual tools such as posters or leaflets as well translation to local languages. These are combined with dialogue to facilitate mutual understanding and encourage collaboration. By tailoring the approach to fit the audience, whether it be policymakers requiring concise briefs or local communities needing participatory and visually oriented methods, we ensure that the core message of our research is effectively conveyed and supports real-world application. By organizing different webinars where both research and practice are presented on the same platform, we exchanged and developed strategies that help in communicating research findings to non-academic audiences. Furthermore, through presentations at different conferences, our research outreach mechanism has grown to a wider audience in addition to the FLR implementation countries.

Research on FLR across different implementation countries is interrelated. Successful local practices identified through the project are advocated as models for adaptation and scaling across diverse contexts, enhancing contributions to the global FLR agenda.

This diverse geographic representation ensures that the project benefits from a wide range of perspectives and experiences relevant to different ecological and socio-economic contexts across Africa. The project generates actionable insights for climate action and land restoration efforts beyond case studies, allowing for conclusions and recommendations drawn across different contexts and scales (local to regional/African). Research results help to underpin FLR practices developed by F4F scientifically. 

Setting up a structured international mobility stay program not only allowed for the international research experience at a partner institute in Germany (ZALF), but also the direct interaction of the various team members. This way, much space was created to research, discuss and learn jointly. Joined project planning workshops, trainings on selected methods and approaches that were used by team members in different country packages, but also PhD planning and reflection workshops were organized during the time. Mobility stays also allowed direct interaction with GIZ/F4F Global team and other actor of science, policy and practice through joined symposia, workshops and attendance of international conferences. 

Establishing international PhD and Master student research tandems and building international co-supervision teams opens up new learning spaces and opportunities for collaborations. Different expertise and perspectives can be integrated in the different PhD and Master Thesis study projects, research design and implementation. Diversified research methods can be implemented in a complementary way to deepen FLR related analysis and combined interpretation perspectives enrich research output. If questions on data arise or verification is needed upon completion of the field trip, the tandem structure facilitates follow up field visits for complementation or verification of results. Knowledge derived and communicated via multiple channels in Germany and the F4F countries can enhance dialogue at the policy, practice, science interface within and across countries. 

The Ranger Goes to School (RGTS) program has provided key insights into the role of conservation education in addressing environmental challenges, fostering human-behavior change, and equipping the next generation with the tools to protect biodiversity and combat climate change. Several lesson learned of this program are as follow:

1. Linking Local Conservation to Global Challenges

• Tailoring lessons to local issues like habitat degradation and biodiversity loss makes the program relatable, while connecting them to global challenges like climate change adds urgency and relevance.
• Students understand how local actions, such as reducing waste and promoting sustainable tourism, contribute to global environmental goals.

2. The Power of Immersive Learning

• Field excursions and real-world experiences foster deeper understanding and retention of ecological concepts.
• Tools like drones, plant identification apps, and camera traps enhance engagement, making complex issues such as climate change and ecosystem dynamics tangible and relatable.

3. Inspiring Human-Behavior Change

• Community-driven education builds a ripple effect, where students’ conservation efforts are reinforced by parents, educators, and local leaders.
• The program emphasizes actionable steps, such as reducing plastic use, that empower students to make meaningful contributions.

4. Building a Conservation Workforce

• The program encourages students to consider careers as park rangers or conservation practitioners, addressing the need for more skilled professionals in the field.
• Certificates awarded to participants open pathways to internships and higher education, creating a pipeline of conservation-minded graduates who may return to Labuan Bajo to support Komodo National Park.

5. Scaling Potential

• The program’s success has drawn regional interest, with the Provincial Government of East Nusa Tenggara considering RGTS as a mandatory course for all students in the province.
• International recognition at forums such as the 2nd Asia Parks Congress and UNESCO conferences highlights its scalability as a model for conservation education globally.

6. Addressing Climate Change Through Education

• Lessons on the role of ecosystems like mangroves and coral reefs in climate resilience teach students about the interconnectedness of environmental and societal well-being.
• By integrating climate change education into the program, RGTS prepares students to face and mitigate future environmental challenges.

Lessons Learned from Park Rangers. The team teachers (park rangers and practitioners) leading the RGTS program have gained valuable insights into their evolving role as educators, conservation leaders, and community advocates. Some of the lesson learned from our perspectives are:

1. Expanding Roles Beyond Conservation

• Park rangers have learned to adapt their skills to include education and community engagement, demonstrating the importance of their presence as role models for youth.
• By stepping into teaching roles, rangers bridge the gap between fieldwork and public understanding, showing that conservation is a shared responsibility.

2. Leveraging Local Knowledge

• Rangers’ deep understanding of Komodo National Park’s ecosystems and challenges enables them to provide authentic, impactful lessons to students.
• Sharing their experiences, such as monitoring Komodo dragons or mitigating human-wildlife conflicts, adds credibility and inspires students to value their contributions.

3. Building Leadership and Communication Skills

• The program has enhanced rangers’ abilities to communicate complex ecological and conservation concepts effectively to diverse audiences, including youth and community leaders.
• Leading RGTS has positioned rangers as trusted voices in the community, strengthening relationships and fostering local buy-in for conservation efforts.

4. Addressing the Need for More Rangers

• RGTS has underscored the need to inspire and train the next generation of park rangers. Students who interact with rangers through the program are more likely to consider conservation careers, addressing the workforce gap in this critical field.

5. Highlighting the Role of Rangers Globally

• Presenting RGTS at international forums has showcased the unique contributions of park rangers as drivers of innovation in conservation education. This recognition positions rangers not only as protectors of biodiversity but also as educators and global ambassadors for conservation.

6. Promoting Collaboration and Professional Growth

• Collaborating with educators, NGOs, and local leaders has expanded rangers’ professional networks and enriched their perspectives on interdisciplinary approaches to conservation.
• These collaborations reinforce the idea that rangers are integral to building holistic, community-driven conservation solutions.

Conclusion

The lessons learned from the RGTS program and its park ranger leaders highlight the importance of education and collaboration in addressing environmental challenges. While RGTS demonstrates how tailored conservation education can inspire youth and drive behavioral change, the experiences of park rangers underscore their pivotal role as educators, leaders, and advocates in fostering a sustainable future. Together, these insights reinforce the need for scalable, community-driven solutions to combat climate change and protect biodiversity worldwide.

The predation of domestic animals by wild predators has been addressed by local authorities and external foundations as a technical issue, through the implementation of “anti-predation strategies” such as electric fences, corrals, and other protective measures. However, these actions are rarely monitored for effectiveness or continuity and often end with the conclusion of contracts with private implementing entities. Our experience has shown that these measures are more effective when focused on improving farm productivity and the quality of life of small-scale farmers, based on the specific context of each property. Furthermore, monitoring and evaluation are more sustainable and efficient when carried out by local actors such as agricultural extension units, environmental authorities, and community-based organizations, increasing the likelihood of long-term success and continuity of these strategies.

We have implementing replicable technological strategies to mitigate economical losses by wild felids predation reaching a reduction of the 100% of attacks from cougar and jaguar over cattle in the Cerro El Inglés Communitary reserve, protecting vulnerable individuals by solar powered electric fences and motion-sensor lights and limiting the access of domestic animals to the forest by technifying water provision for livestock and solar powered electric fences. Having a demonstrative and replicable system used for education purposes with farmers from the region.

Most environmental education approaches developed in the territory to address human–wildlife conflicts (HWCs) have focused on providing information about the ecology of wild cats and promoting short-term deterrent methods. However, these activities have shown limited contribution to fostering long-term coexistence. In contrast, experiences that involve more in-depth processes—such as the active participation of local community  in wildlife monitoring and the implementation of adaptive livestock management strategies on private reserves—have demonstrated positive effects on behavioral change, particularly among former hunters.

Through community-based biodiversity monitoring, many new, endemic, and/or endangered species of plants, amphibians, reptiles, birds, and mammals have been recorded, contributing to scientific knowledge and the implementation of technologies that support wildlife identification and habitat conservation.

A notable result of this effort is the documentation of six out of the seven felid species of Colombia within the area, including the rediscovery of the jaguar in the Andean region of Valle del Cauca, Colombia. Antonio, identified as an individual preying on livestock, has been tracked, revealing a movement route. We intend to explore this route as a landscape management strategy by implementing a robust trap camera monitoring program to identify potential anthropogenic impacts on wild mammals.

National funding sources have primarily supported top-down initiatives, with plans designed outside the territory by external groups. Through a bottom-up approach, an initial pathway has been developed to address level 1 HWCs, involving environmental authorities, agricultural extension units, and grassroots farmer organizations. This has facilitated the collection of reports on jaguar presence and attacks on domestic animals, enhancing our understanding of how jaguars use the territory. Between September and November, the group designed a pilot regional community-based monitoring of wild mammals using trap cameras (TC) within water resource conservation areas and private reserves, recording Antonio after two years since his last sighting. In 2025 (or 2026).

We aim to expand our planning to a more operational and administrative scale through the Plan4Coex approach, building on the positive partial results achieved so far.