Module 4: Supporting Monitoring and Early Warning Platform

All data from drones and infrared cameras is transmitted to an early warning platform in real time. The system automatically matches location information and generates warning messages, which are sent to end-users through apps, WeChat, text messages, and phone calls. This ensures that residents can respond quickly and stay safe. To date, over 130,000 warnings have been issued.
The platform improves access to information, especially for rural and vulnerable communities. This inclusive communication system fulfills GBF Target 21 by enhancing public access to biodiversity-related information and strengthening the community’s ability to respond to human-wildlife risks.

  1.  Automated Data Matching: The platform’s database features an automated matching function that ensures efficient and accurate early warnings.
  2. Comprehensive Distribution Channels: The use of various channels (mobile apps, SMS, phone calls) ensures the coverage of different community needs, catering to diverse user groups.
  1.  Platform Optimization: The database must be regularly optimized to maintain the speed and accuracy of early warning information matching.
  2. Multi-Channel Delivery: Expanding distribution methods, such as incorporating intelligent broadcasting, can significantly improve community residents’ reception and responsiveness to warnings.
Module 3: Optimization of Big Data and Intelligent Recognition System

The infrared system collects a large number of images daily, including many that are unrelated to elephants. With AI technology, the system has learned to automatically identify and filter out non-elephant images with over 99% accuracy, even detecting partial figures or shadows. Warnings are generated within 13–15 seconds through a fully automated process, reducing the need for manual review and enhancing the efficiency of elephant management.
So far, the system has captured over 3 million images and issued more than 12,000 automated warnings. All data is uploaded in real time to a centralized platform and shared with relevant agencies for research, management, and decision-making. This contributes to GBF Target 20 by promoting knowledge systems, technology, and innovation in biodiversity protection.

  1.  Advanced Artificial Intelligence Algorithms: The implementation of powerful AI algorithms ensures high-precision image recognition and efficient data processing.
  2. Unified Data Aggregation: Data from various regions is consolidated, supporting big data analysis and providing a foundation for long-term conservation planning and decision-making.
  1.  Algorithm Updates: The monitoring and recognition system requires regular algorithm updates to adapt to environmental changes and improve recognition accuracy.
  2. Efficient Database Management: A robust and efficient database management system is essential to ensure that data can be easily analyzed and utilized for conservation purposes.
Module 2: Drone and Infrared Camera Monitoring System
  1.  Drone Monitoring
    Since 2017, the project has assigned dedicated drone monitoring teams to each elephant herd or individual active outside protected areas. Each team operates around the clock and currently includes over 70 trained personnel, all capable of locating elephants quickly and accurately.
  2.  Infrared Camera Monitoring
    To address the limits of drone coverage—such as shift changes and blind spots at night—the project deployed a custom infrared monitoring system. A total of 600 infrared cameras with real-time data transmission, 21 video cameras, and 177 smart broadcasting devices have been installed in key zones, including roads, elephant corridors, and villages.
    Deployment is based on elephant activity hotspots. This supports space-use planning and the safe coexistence of people and elephants, while also informing corridor design and habitat protection. It aligns closely with GBF Targets 1 and 4 by applying technology to biodiversity management and species conservation.In addition, the project is exploring options for recycling and reusing monitoring equipment to ensure long-term ecological and environmental sustainability.
  1. Technical Support: Both drones and infrared cameras are equipped with advanced features, including high-resolution imaging, thermal imaging modes, real-time data transmission, and intelligent recognition algorithms.
  2.  Strategic Deployment: Equipment placement is scientifically planned based on elephant movement patterns and high-risk areas, ensuring coverage of critical corridors and activity hotspots.
  1. Drone Monitoring Maintenance and Training: Regular maintenance and ongoing training for monitoring personnel are essential to ensure the efficiency of monitoring efforts and the reliability of equipment performance.
  2. Infrared Camera Deployment: Network coverage and power supply need to be considered comprehensively to ensure the stable operation of the equipments.
Module 1: Monitoring Coordination and Technology Integration

Effective monitoring relies on well-structured teams with clear responsibilities and close coordination. Based on elephant distribution, the project has built specialized drone monitoring teams following a “one herd, one strategy” approach, and established village-based monitoring groups in key areas. Drone teams track elephant activity with precision, while local teams provide on-the-ground support. This dual system—“follow the elephants” and “local presence”—covers over 95% of the wild elephant population (the remaining 5% are within protected areas). In areas where drones cannot operate, infrared cameras are used for 24/7 coverage. By combining aerial and ground technologies, the system has overcome challenges of nighttime and forest-area monitoring.
The system’s success depends on local personnel. Most monitors are young people from local communities who have received training in drone operation, field tracking, and warning communication. This approach not only improves local skills, but also enhances public awareness and engagement. It contributes directly to GBF Targets 20 and 21 by building community monitoring capacity and encouraging participation.

  1. The high demand for monitoring and early warning in elephant-affected regions increased the willingness of individuals to join monitoring teams.
  2. The suitability of drones and infrared cameras for monitoring large terrestrial animals, combined with features like thermal imaging, automatic triggers, and wireless data transmission, made it feasible to track the nocturnal activity patterns of Asian elephants and ensure real-time transmission and automated recognition.
  3. Local youth showed strong enthusiasm for participating in the project and were highly motivated to contribute to the protection of their home communities.
  1. Thermal imaging is highly effective for nighttime monitoring, but regular maintenance of equipment is essential to ensure performance under extreme weather conditions.
  2. Infrared camera deployment locations must be optimized to ensure stable network coverage and reliable data transmission.
  3. A stable funding source is needed to support the engagement of full-time personnel.
Citizen science network

A network of fishermen who are using the SIREN mobile app

Dissemination and learning

Developing different dissemination methods strengthens communication within the interface of research, policy, and practice. While a study's core findings may remain consistent, the way these results are shared must be tailored to suit the specific needs, preferences, and capacities of different stakeholders. This approach ensures that the information is not only accessible but also impactful, empowering stakeholders to make informed decisions or take appropriate action.

 For example, within the context of accompanying research in FLR implementation, the way results are communicated to implementers and policymakers differs from the approach used for academic audiences. Policymakers and implementers often operate in fast-paced environments where they require clear, concise, and actionable information. Policymakers and implementers benefit most from concise, straightforward communication that highlights actionable insights, often set apart from the detailed and structured format of scientific articles. 

By recognizing and adapting to these differences, our project as accompanying research bridges the gaps between evidence generation and practical application, fostering stronger connections and more meaningful collaborations between the worlds of science, policy, and practice.

The success of applying different outreach mechanisms depends on the research team's strong commitment to tailoring result communication styles to different audiences. The research results are prepared to be published in scientific journals, but also in form of factsheets, policy briefs, and posters, which are designed to communicate results to non-academic stakeholders. The cooperation with FLR implementers also enables the accompanying research to successfully organize participatory workshops at the local level, webinars and joined symposia whereby research and practice complementary outputs and ideas are discussed. Findings are also incorporated into university lectures and curricular.  

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.

Synergy research

The TREES project employs a multi-scale, cross-disciplinary approach to synthesize data from environmental, social, and economic analyses, providing a holistic understanding of FLR impacts across Africa with a key focus on East and West Africa. To achieve this goal, the overall objective is to mitigate the impacts of climate change in Africa through synthesis research that informs FLR policies and practices. This approach allows for a nuanced understanding of FLR practices and their impacts, which are adaptable across different regions. By combining data from various disciplines, including environmental science, social science, and economic analyses, the project provides a holistic understanding of FLR practices and their complex interplay. Therefore, similar research methods are applied in order to look into similar problems under different contexts. The multi-disciplinary research methods applied in different countries are contextualized to come up with research based tailored solutions to the context of the country.

Whilst PhDs focus on country-specific topics, the synergy project allows cross-country synthesis to contribute toward the upscaling and outscaling of FLR-related research outputs, experiences obtained and practice. Additionally, Master thesis research supports the overall project context by dealing with specific topics at a country level. The research conducted by the master's and PhD students are intertwined, and research outputs deepen if the results can be compared and recommendations can be drawn from the context of one country to the other. 

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. 

International research stays

An annual international mobility program of 3 months per year was set up for all PhD students based in the countries of F4F implementation. The programme was designed in a way that all PhDs came to the host institution in Germany (ZALF) at the same time, in order to facilitate a structured PhD supervision system. Whilst in Germany, the stay consisted of multiple interlinked components, such as: desk-based research activities, integration in host institution’s meetings and events, joined workshops on project planning, methods trainings, reflections on PhD progress (chances and challenges), in-person status meetings with GIZ/F4F, as well as joined outreach activities including for example a symposia by GIZ and ZALF on restoration in the Global South in Bonn and a workshop on the concept of Accompanying research at TropentagConference2023 in Berlin. Students were also encourage to participate in further trainings and conferences depending on individual interests and needs. 

Setting up an international mobility program that hosted all PhD working in and on the various implementing countries at the same time allowed for in-person team work which strongly impacted on the growth of mutual trust, and high quality communication and collaboration, that was essential also for the project progress and success during the period of remote team work. In addition, the aligned research stays enhanced cross-country thematic exchange, fostered synthesis research and contributed toward enhanced North-South and South-South dialogue and capacity building overall. With three mobility stays in consecutive years, PhD students embarked on a joined journey with regular points of interaction and reflection on research topic and PhD related activities. Positive effects became increasingly visible over time relating to team trust and intensity of collaboration, PhD research related knowledge and skills and  cross-country and synthesis research rising.

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. 

International research tandems and co-

To facilitate global collaborations, strengthening of international research structures, capacity building and global learning, the TREES project as solution strongly builds on international partnerships. The team itself is composed in most of the countries of international research tandems, whereby PhD and Master students originate from the country of study as well as Germany or other country. Whilst each student has his/her individual research focus, data collection is planned and implemented in the binational tandems. Supervision is provided in international supervision tandems whereby in each country a university is taking the country lead and co-supervision is provided by the project lead organization.  

Setting up binational research teams contributes toward enhanced complexity thinking through integration of multiple perspectives and disciplines. This facilitates research on FLR implementation for enhanced analysis and solution development as well as capacity building and global learning through North-South and South-South collaborations. Joined field visits can facilitate students’ access to study sites, interaction with actors on the ground, and increased samples sizes if questionnaires are combined. 

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. 

Empowering Youth through Conservation Education: The Ranger Goes to School (RGTS) Program

The Ranger Goes to School (RGTS) program is an innovative conservation education initiative designed to inspire high school students in Labuan Bajo to become future stewards of nature. Created by Muhammad Ikbal Putera, a senior park ranger at Komodo National Park, and led by the park’s dedicated rangers, RGTS bridges the gap between youth and nature by fostering environmental stewardship, wildlife conservation, and sustainable living through interactive, hands-on learning experiences. By leveraging the unique biodiversity and ecosystems of Komodo National Park, RGTS provides students with a real-world context for understanding conservation challenges and solutions, encouraging them to develop a lifelong commitment to protecting the environment. With its scalable approach and adaptable framework, RGTS has the potential to serve as a global model for conservation education in national parks, inspiring young people worldwide to value and safeguard their local natural heritage.

Key Building Blocks

  • Youth Education and Engagement:
    RGTS empowers high school students in Labuan Bajo through interactive lessons in environmental stewardship, wildlife conservation, and sustainable living. These sessions raise awareness about ecological challenges caused by tourism and teach students how to protect biodiversity. The program equips the next generation with the knowledge and motivation to advocate for sustainability, offering a model that can be replicated in other regions.
  • Place Attachment Development:
    Through immersive activities, such as field excursions and direct engagement with Komodo National Park’s ecosystems, RGTS fosters strong emotional and intellectual bonds between students and nature. This connection inspires pride and responsibility for local environments, a universal principle that can enhance conservation efforts across national parks globally.
  • Technology Integration:
    Tools like plant identification apps, drone footage, and camera trap data enhance the learning experience by making ecological concepts tangible and relatable. This use of technology enriches education while preparing students for future professional roles, showcasing an innovative method that can be adapted in other conservation programs.
  • Volunteer Collaboration:
    Contributions from park rangers, educators, and conservation practitioners ensure a community-driven approach. Their diverse expertise strengthens the program and provides a blueprint for engaging local talent and expertise in conservation education initiatives worldwide.
  • Ecological and Social Data Utilization:
    Lessons are grounded in real-world examples using data from Komodo National Park. This approach connects students to pressing ecological issues like tourism impacts on wildlife and ecosystems. Other national parks can adopt this model by integrating their unique ecological and cultural data into similar programs.
  • Economic Pathways:
    RGTS goes beyond education by providing students with certificates upon program completion, supporting applications for internships and higher education. In the long term, graduates may return to their communities as park rangers or environmentally conscious professionals, contributing to sustainable governance. This economic pathway can inspire similar initiatives in national parks globally to strengthen conservation leadership.

Impact

Since its launch in 2022, RGTS has taught more than 1,000 high school students, addressing critical environmental, social, and economic challenges. It combats the disconnect between youth and nature, fosters a pipeline of future conservation leaders, and promotes shared responsibility for protecting Komodo National Park’s natural heritage. By empowering students to understand biodiversity’s value and sustainable living, RGTS is laying the foundation for long-term conservation advocacy and community support. As a scalable model, RGTS offers a framework that national parks worldwide can adopt and adapt. By engaging local youth, fostering place attachment, and integrating modern technology and education, RGTS demonstrates how conservation education can inspire the next generation to protect their unique environments and contribute to global sustainability.

  • Supportive Partnerships:
    The program thrives on strong collaborations with local schools and government agencies, enabling seamless integration into the curriculum, consistent access to students, and logistical support for field-based activities. Partnerships with universities and NGOs contribute cutting-edge research insights, educational resources, and volunteer support, elevating the program’s quality and reach. The RGTS program has also garnered regional attention, with the Provincial Government of East Nusa Tenggara expressing interest in making it a mandatory local content course for all students in the province. However, Komodo National Park envisions RGTS as mandatory specifically for students in Labuan Bajo, West Manggarai Regency, to serve as a model for other regions in East Nusa Tenggara and beyond.
  • Dedicated Contributors:
    RGTS is powered by a passionate team of park rangers, educators, and conservation practitioners who bring a wealth of expertise and enthusiasm. Their commitment to delivering engaging, hands-on lessons ensures high-quality education that resonates with students. As role models, they inspire participants to view conservation as a fulfilling and achievable career path.
  • Technology Integration:
    Modern tools such as plant identification apps, drone footage, and camera trap data bring conservation education to life. These technologies allow students to interact with ecological data in innovative ways, making complex concepts more accessible while exposing them to professional conservation methodologies.
  • Unique Biodiversity:
    The unparalleled biodiversity and cultural significance of Komodo National Park provide an extraordinary backdrop for RGTS. Students are immersed in real-world conservation challenges, such as protecting the iconic Komodo dragon, which fosters a deep emotional and intellectual connection to their natural environment. Data from ongoing park research enhances lessons with relevance and authenticity.
  • Community Support:
    The enthusiastic involvement of parents, local leaders, and stakeholders in Labuan Bajo underscores the program’s importance to the community. This support encourages student participation, builds trust, and ensures the program aligns with local needs and values, reinforcing its long-term sustainability.
  • Recognition and Scaling Potential:
    RGTS has received significant recognition regionally and internationally. It has been presented at prestigious platforms such as the 2nd Asia Parks Congress and UNESCO conferences, where it was highlighted as an innovative, ranger-led initiative for youth education. This attention not only signals positive feedback but also showcases RGTS as a rare example of how park rangers can drive meaningful educational innovation. Such recognition further supports the program’s scalability, signaling its potential to be adopted by other provinces in Indonesia and national parks worldwide.

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.