Our technical training emphasizes experiential learning by giving participants direct, practical experience with conservation technologies. Whenever possible, students are encouraged to set up and deploy tools themselves in safe, low-pressure environments, creating space to experiment, make mistakes, and learn by doing. For instance, students may choose camera trap locations based on the classroom training module, then evaluate the effectiveness of their decisions by analyzing the resulting data. This process helps bridge theory and practice while building confidence in problem-solving and tool use.

In cases where participants cannot operate the tools directly, trainers and field practitioners from host institutions provide live demonstrations, such as tracking wildlife using GPS or operating drones, ensuring students still gain exposure to how these technologies function in real-world conservation settings.

We select participants who are at the beginning stages of their careers, such as those who have completed their bachelor’s degrees and are entering the NGO or conservation workforce or embarking on higher education.The goal is to identify participants whose careers would benefit the most from the type and amount of training, funding, mentorship, and support we provide. Over the past two years, we’ve recruited at least one participant from a non-academic background who nevertheless possesses extensive on-the-ground experience. These individuals have thrived in the program, highlighting an opportunity to further cater to this audience in future iterations.

To build technical capacity across diverse conservation contexts, we have created a modular portfolio of standardized training materials that teach foundational competencies in conservation technology. These materials are organized into themed modules, such as wildlife monitoring, wildlife protection, and human-wildlife conflict, and are designed to be flexible and adaptable based on regional needs.

In collaboration with local host institutions and regionally recruited trainers, we tailor the curriculum to align with local ecological conditions, institutional priorities, regulatory frameworks, and learning styles. For example, because drone use is permitted in Kenya but restricted in Tanzania, modules are adjusted accordingly to ensure all content is actionable within the participant's home context. This approach ensures the training is both locally relevant and practically applicable, maximizing its long-term impact.

Examples of our core training portfolio include:

• Wildlife monitoring: Camera traps, biologgers, acoustic sensors, GPS tracking
• Wildlife protection: SMART, EarthRanger, infrared cameras, radios, K9 units, drones
• Human-wildlife conflict mitigation: Electric fencing, networked sensors, deterrent systems
• Cross-cutting tools: GIS and remote sensing, artificial intelligence, and introductory coding and electronics

Our standardized training curriculum is delivered by female experts (academics, practitioners, and government professionals) working in conservation and conservation technology within the local region. These women serve not only as instructors, but also mentors and collaborators. By centering local female role models, we help participants envision pathways for their own careers while strengthening their ties to regional research and conservation communities. We strive to foster an inclusive environment for honest dialogue around challenges of being a woman in conservation technology and encourage lasting mentorship relationships beyond the formal training period.

However, the gender gap we seek to address can make it difficult to identify and recruit female trainers in certain technical fields. In response, we have defined three distinct roles to broaden the support system for participants:

• Mentors: Local female role models who lead sessions and provide ongoing mentorship.
• Allies: Male trainers and facilitators who actively support our commitment to gender equity and inclusive training spaces.
• Trainers: Members of the international organizing team who provide additional instruction and logistical support.

Together, these individuals play a critical role in delivering content, fostering participant growth, and modeling diverse forms of leadership across the conservation technology landscape.

Host institutions are selected based on their capacity to support both classroom and field-based instruction, and on their engagement with active conservation challenges where technology plays a meaningful role. For instance, the RISE Grumeti Fund in Tanzania is an ideal training site, offering educational facilities, student accommodations, and running active, tech-enabled initiatives such as anti-poaching and rhino protection programs.

Furthermore, we prioritize institutions that share our commitment to advancing education for women and early-career conservationists, have strong ties to local conservation and research communities, and demonstrate leadership in integrating technology into conservation practice. These partnerships are essential to ensuring our program is both sustainable and deeply embedded in the communities it aims to serve.

Strong partnerships with local NGOs and educational departments have been critical to the success of the Arribada Clubs. These partnerships enable the customization of the curriculum to reflect community-specific conservation priorities, such as sea turtle protection in Príncipe or biodiversity monitoring in Kenya. Collaborative planning ensures that the clubs address local needs and have a lasting impact.

The Arribada Clubs integrate conservation technology into their STEM curriculum to teach students practical applications for environmental monitoring and problem-solving. Students learn GPS mapping, bioacoustic data analysis, microcomputer programming, and 3D printing to address conservation challenges. They design prototypes, analyze biodiversity data, and create digital libraries of natural specimens using 3D scanning, directly applying their learning to conservation efforts.

The Arribada Club provides hands-on STEM education tailored to conservation needs. Delivered through after-school programs in underserved communities, the curriculum incorporates local conservation challenges into lessons, fostering a deep connection between students and their environment. Students gain practical experience with tools like GPS, microcomputers, and bioacoustic monitoring, learning how these technologies support biodiversity conservation. This education empowers local youth with technical skills essential for both personal and community growth while fostering future conservation leaders.