Visitor Appraisal on Impact of Urban Wildlife Centre and Green Space: Study of Kitale Nature Conservancy, Kenya

Visitor Appraisal on Impact of Urban Wildlife Centre and Green Space: Study of Kitale Nature Conservancy, Kenya

Authors

DOI:

https://doi.org/10.62049/jkncu.v5i2.323

Keywords:

Educational Tourism, Connection to Nature, Green Space, Sustainable Tourism, Visitor Appraisal

Abstract

This article examined the contribution of an urban wildlife education centre, in promoting visitor connection to nature and awareness of conservation concerns. The study adopted a post-visitor appraisal quantitative survey approach on knowledge, attitudes and practices of visitors in relation to green spaces; individual action towards wildlife and environmental conservation; and level of use of signages and interpretations facilities. Our study revealed that upon visiting the facility, majority of the respondents had a better understanding of wildlife and the ecosystems; had learnt something new about wildlife and environmental conservation; and importance of sustainable tourism. Additionally, most of the respondents affirmed that their individual actions can significantly promote conservation measures, with a minor a population understanding how they can contribute to nature conservation This study stresses the contribution of wildlife education centres and green spaces in availing hands-on experiential lifelong knowledge essential for positive behaviour change and empathic human-wildlife-environment interventions.

Author Biographies

Brian M. Waswala-Olewe, Maasai Mara University & Kenya National Commission for UNESCO, Kenya

Department of Forestry and Wildlife

Joshua K. Thara, Maasai Mara University, Kenya

Department of Tourism and Hospitality Management

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Published

2025-07-30

How to Cite

Waswala-Olewe, B. M., Jepkemei, F., Thara, J. K., & Sigana, N. O. (2025). Visitor Appraisal on Impact of Urban Wildlife Centre and Green Space: Study of Kitale Nature Conservancy, Kenya. Journal of the Kenya National Commission for UNESCO, 5(2). https://doi.org/10.62049/jkncu.v5i2.323

Issue

Section

Natural Sciences

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