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Abstract Context Human activities in general, and hunting in particular, often have significant impacts on the behaviour of wildlife through the anti-predator behaviours they evoke. Wild boar populations are rapidly expanding worldwide and their population densities are increasing. Aims To examine hunting effects in combination with different land-use factors on the behaviour and social structure of wild boars (Sus scrofa) in Israel. Specifically, to examine differences in vigilant behaviour and social structure in agricultural areas (hunting permitted) and nature reserves (hunting prohibited). Methods Motion-triggered cameras were installed to record wild boars' social structure and vigilance behaviour along movement trails. Age and sex of individual wild boars were identified, as were the size and structure of their social groups, and hunting in each of the studied areas was quantified. Key results Results indicated significant differences in the vigilance behaviour of wild boars between agricultural areas and nature reserves. In agricultural areas, adult females were significantly more vigilant (P < 0.001) compared with adult males (P = 0.150). Additionally, in these areas there were significantly more adult males and fewer females leading family groups (P < 0.001). Furthermore, male yearlings were significantly more vigilant in agricultural areas (P < 0.001) compared with female yearlings (P = 0.164). Male yearlings tended to roam significantly more with family groups in agricultural areas compared with nature reserves, where they tended to roam alone or in groups (P = 0.029, P = 0.035). Conclusions These results indicate social and behavioural differences in wild boars between agricultural areas and nature reserves, suggesting that hunting may have a substantial impact on their social structure and behaviour. Implications Overall, the findings support the behavioural and social consequences of human hunting. Long-term implications of altered behavioural and social responses should be considered in management and conservations strategies. For instance, the high proportion of male yearlings in family groups in agricultural areas in autumn (October–December, mating season) may offer young males early access to reproductive females, even within the same social group. This may eventually lead to an increase in the reproductive potential of female wild boars.

Land transformation and degradation is the major driver of current species extinction, lately recognized as the sixth mass extinction. To address this threat innovative programs that combine both immediate remedies of land protection and comprehensive educational programs are soughed. This is My Earth (TiME) (http://this-is-my-earth.org) is a new voluntary NGO that was established to address these challenges. TiME uses crowd funding to save privately own lands in biodiversity hotspots, providing them protection. Membership fees are very affordable (as low as $1 a year) and 100% of all fees and donations are directed to fund land purchase and protection. TiME welcomes children to become members and use its website to vote for their preferred habitat to be conserved (following vetting by an international committee of experts), and thus offering them the power to decide for the organization where in the world it will purchase lands. Using the PBL [=Problem Based Learning] pedagogical approach we developed a workshop, based on the above inherited powers of the TiME approach, that empowers children to adopt a sense of critical thinking as they become activists for wildlife protection. We began by developing a lesson plan that includes a short presentation of the problem, group discussions about potential solutions, class debates regarding the optimal lands to be saved, and a class-wide democratic vote. Following this workshop we examined the level of awareness and attitude of the children towards activism and democratic position. We report here preliminary results as a preliminary database for developing an international TiME based lesson plan. Participants [N=80] revealed a democratic orientation regarding land reservations and expressed strong affinity for activism and further conservation activities. Responses to the Likert scale-based questions, indicate considerable support for involvement, with endorsement of five actions recommended in the questionnaire: writing letters to governmental authorities, signing petitions, participation in demonstrations, organizing demonstrations, and donations. Interestingly, donations received the highest support level, thus endorsing the TiME approach, while organizing a demonstration the lowest. It appears that the global habitat crisis presented to the students via the TiME platform triggers debate and critical thinking even beyond conservation to such topics as democracy and equity. The TiME website is emerging as an educational tool that offers a novel experience where teachers can harness curiosity and environmental engagement in the learning process about conservation issues. Educators use TiME to explain basic conservation concepts and involve classes in discussions about environmental decision-making and associated ethical dilemmas, prioritization of conservation efforts and practical ways to protect nature. ; peerReviewed