Attitude Construction toward Invasive Species through an Eco-Humanist Approach: A Case Study of the Lesser Kestrel and the Myna

Abstract

The green school in northern Israel has embraced an eco-humanist approach with the aim of mitigating the animosity displayed by fifth-grade students towards invasive species. This antipathy arose due to the negative impact of these invasive species on a local species that the students were monitoring as a component of their environmental education curriculum. Therefore, the purpose of this study was to examine to what extent, if at all, there is a difference in the ethical attitude of the 188 fifth-grade students (10–11 years old) towards the conflict between the Lesser Kestrel (local species) and the Myna (invader species) and the solution to this conflict following the change to an eco-humanist teaching approach. The study, based on content analysis methodology of written self-reflection, and thematic analysis indicated that the fifth-graders’ knowledge was not adversely affected, but the solutions they proposed for resolving the conflict between the Myna and the Lesser Kestrel were more holistic, ethical, and moral after adopting the eco-humanist approach. Eco-humanism encourages an ethical attitude and environmental responsibility toward nature’s fate, including invasive species.

1. Introduction

Biodiversity is one of the most valuable resources in the world [1,2], and one of the main threats to biodiversity dilution is the invasive-species phenomenon [3,4]. Invasive species are those living organisms that were brought by humans [5] from their natural habitat to areas where those creatures are not intended to be found [6,7].

Mitigating the effects of invasive species is a complex issue [8,9,10] because it is part of the required management of biodiversity, which in turn requires integration and analysis of data from a variety of topics [11], not only because of the biological [6,7,12] and ecological aspects [8]. Management of invasive species is complex, mainly because of its political aspects [13,14,15], cultural issues [15,16], economic effects [17,18,19], educational perspectives [20], which have negative effects on health [19] and well-being [15] as well as ethical aspects [9,10,14,21]. The practice of managing invasive species has become a multidisciplinary pursuit that increasingly integrates citizen science [15], social sciences [15], including sociology, anthropology, and psychology [22] and not just the natural sciences [23,24].

One of the species that is very popular among invasive species in Israel is Acridotheres tristis (Common Myna) [25]. The natural habitat of the Myna is in Southeast Asia. At the same time, humans have disseminated it to a large number of regions across the globe. Recent evidence shows that although the Myna is a tropical species [26], it expands its range very rapidly even to desert areas [27,28]. Today, the Myna is considered one of the 100 most dangerous invasive species in the world [26]. One of the reasons for having this status is the relationship they maintain with native species [25].

The Myna damages the populations of the native species and in most cases, causes a drastic decrease in the population size of these species [26]. For example, during a 15-year study in areas where the Myna was observed in Israel, it was found that the Cinnyris osea population fell by 58%, the White-spectacled bulbul (Pycnonotus xanthopygos) population fell by 45%, the Eurasian hoopoe (Upupa epops) population by 38%, the Graceful prinia (Prinia gracilis) population fell by 35% and the House sparrow (Passer domesticus) population fell by 28%. At the same time, an increase of 843% in the Myna population was observed [1].

The impact of the Myna is not limited to these species alone. Since 2005, another affected species has been the Lesser Kestrel, which has had to contend with the presence of the Myna. This interaction between the Myna and the Lesser Kestrel was first observed by fifth-grade students from a school in northern Israel. These students were introduced to the ongoing struggle between the Myna and the Lesser Kestrel as part of their participation in an educational program focused on the conservation of the Lesser Kestrel. They observed five effects of the Myna on the Lesser Kestrel: (1) the Myna nests in nesting boxes built by the students for the Lesser Kestrel; (2) the Myna drops Lesser Kestrel chicks out of the nesting boxes; (3) the Myna prevents food supplies from reaching Lesser Kestrel chicks; (4) the Myna steals food from the Lesser Kestrel; and (5) the Myna kills Lesser Kestrel chicks mainly by pecking the chicks’ heads.

Before the Myna’s arrival in 2005, the students adhered to a biocentric approach in their studies, advocating that all organisms possess the right to exist, and emphasizing that humans lack the authority to eliminate species for their own gain [29,30,31,32]. However, as the children noticed the decline in the Lesser Kestrel population coinciding with the rise in the Myna population, they encountered an unresolved dilemma that couldn’t be addressed through the framework of the biocentric approach. Admittedly, we are talking about two species, one local and one invasive, but the invasive species did not decide that it wanted to be invasive of its own accord, and it is not its fault for being an invasive species. The tenets of the biocentric approach failed to provide the students with solutions to tackle a situation where two animals are vying for survival within the school environment.

The education staff teaching the fifth-graders also found themselves in a dilemma. On the one hand, lack of intervention in the conflict between the Lesser Kestrel and Myna would probably result in the extinction of the Lesser Kestrel population in the school. On the other hand, protecting the Lesser Kestrel by harming the Myna population goes against the principles of the biocentric approach and ignores the fact that both (the Lesser Kestrel and the Myna) are animals that both have a right to live [33], which can have a negative impact on children [34,35]. The biocentric approach allowed for the dilemma to be identified but did not suggest educational solutions.

A teaching approach with a different environmental ethical approach that seeks to address the dilemma of how to treat the invasive species is the eco-humanist approach. The eco-humanist approach allows for a broader holistic, ethical, and moral perspective on the complex interrelationships in nature such as the phenomenon of invasive species [36]. Therefore, after two years of project implementation based on eco-humanist principles, the study aimed to investigate fifth-grade students’ perspectives on invasive species after the transition from a curriculum rooted in the biocentric approach to one grounded in the eco-humanistic approach.

The research addresses various literary objectives. Firstly, it aims to amplify awareness about the prevalence of invasive species, considering their limited coverage in school education. Secondly, it underscores the necessity for a comprehensive exploration of the invasive species topic. Thirdly, it emphasizes the importance of analyzing our linguistic approach when discussing invasive species [37,38,39,40].

2. Theoretical Framework

In this study, environmental ethics were used as a theoretical framework for examining the relationship between fifth-grade students and invasive species. Environmental ethics refers to the branch of philosophy that deals with moral issues concerning the relationship between humans and the natural environment. It explores questions about what is right and wrong in our interactions with the natural world, and how we ought to behave towards the environment [30].

It can be said that since Leopold conceived the idea of land ethics [41] three main approaches have been included within the theoretical framework of environmental ethics [30]. Anthropocentrism, biocentrism, and ecocentrism are three different perspectives or approaches to understanding the relationship between humans and the natural world.

Anthropocentrism: This perspective places humans at the center of the universe and regards human interests and welfare as the most important considerations. In other words, anthropocentrism places human beings above all other species and natural systems. This view has been criticized for its narrow and self-centered focus, and for the negative impacts it can have on non-human species and the environment [30,31].

Biocentrism: Biocentrism is an ethical perspective that considers all living organisms to be equally valuable and deserving of respect and protection. Biocentrism recognizes the intrinsic value of all living things, regardless of their perceived usefulness to humans. This view emphasizes the interconnectedness and interdependence of all species and natural systems, and highlights the importance of preserving biodiversity [33,42,43,44,45].

Ecocentrism: Ecocentrism is a broader and more holistic perspective that regards the natural world as a complex and interconnected system, of which humans are only one part. Ecocentrism recognizes that the well-being of the whole ecosystem is ultimately essential for the well-being of all its individual components, including humans. This view emphasizes the importance of preserving the integrity and health of entire ecosystems, rather than just protecting individual species or habitats [30,31].

At the same time, another ethical approach termed eco-humanism combines the biocentric approach, the ecocentric approach and the humanistic approach [36,44,46,47]. Eco-humanism is a relatively new holistic sustainability concept in education, which combines the humanistic commitment to the well-being and dignity of every human being with the ecological approaches that see nature not as property to own but as a community to belong to [36,48].

The principles of eco-humanism include: encouraging environmental activity based on ethical observation of the components of the environment and the relationships within nature; preventing exclusion based on a subjective point of view; focusing on inclusion; holistic environmental analysis; empowering life side-by-side instead of living at each other’s expense; commitment to principles of sustainability such as social and environmental justice; encouraging quality of life for all; promoting health and dialogical culture based on prevention approaches; and emphasizing global patriotism and moderation [32,36,46,49]. This critical lens is important in the development of students’ perceptions of environmental issues [38]. Adopting this theoretical approach in the educational field should include an examination of ethical and political implications, since it strengthens the relationship between the natural and human factors and points to the complicated mutual responsibility that exists [50].

Furthermore, the eco-humanist approach does not try to change or replace other approaches that relate to the system of connections between human beings and nature. The approach is designed to facilitate diverse environmental ethical analysis and to enable a holistic perspective. This alternative approach is designed to co-exist with and expound on existing approaches and to enable the provision of a broad, holistic educational perspective that relates to three systems of relationships: human–human relationships, human–nature relationships and nature–nature relationships [36]. A combination of these three interrelationships does not exist in the biocentric or ecocentric approaches [30].

3. Why Try to Adopt the Eco-Humanist Approach?

The treatment of invasive species based on eradication, injury, dilution or killing is contrary to the ideas of the biocentric approach, which advocates the idea that every species has intrinsic value regardless of its impact on humans or their interests [30,33,45]. However, any harm done to invasive species raises ethical questions, which the biocentric approach does not always address. For example, in New Zealand [20] a project involving teens, designed to eradicate invasive species indicated that it: “… showed a link between the management of invasive species as a biosecurity risk and young people’s controversial views” (p. 12). While in Australia [48], following research on the treatment of invasive species the researcher states: “I identify how carp are performed as collectively disgusting or monstrous objects and how emotions are submerged and people can become indifferent to, or ‘pull away’ from ethical deliberation” (p. 735). These examples attest to the fact that there is a need to deal with the phenomenon of invasive species, its effects, and consequences in a different way educationally [51,52,53,54].

Therefore, with the understanding that: (1) the solution to the phenomenon of invasive species is complex and requires a holistic view and not just an ecological examination; (2) it is not educational and moral to educate fifth-graders to champion the killing of invasive species, moreover, educating students for empathy and inclusion is inconsistent with encouraging students to harm a species that has not chosen to be an invader; and (3) the need to cope with the phenomenon of invasive species through a different educational approach rather than the biocentric approach, this research examined how fifth-grade students’ perceptions of an invasive species might change following the adoption of a teaching approach based on the principles of eco-humanism as part of the Lesser Kestrel program.

4. Research Context—The Lesser Kestrel Education Program

The Lesser Kestrel program was established in 1996 and continues to this day. The program is designed to contribute to the Conservation Action Plan for the Lesser Kestrel, an endangered species. The program involves fifth-graders at “Falcon” School in Israel and is presented in two classes weekly throughout the school year. The program has been taught by two teachers since its inception: the first, a science teacher, and the second, a Lesser Kestrel expert, who is the author of this paper. The Lesser Kestrel program provides the opportunity to address broad issues concerning nature, society, and the interrelationships between them. The topics that the students address are diverse and include issues such as conservation versus development, interaction, public domain, human impact on the environment, biodiversity, bird migration, and dilemmas related to the integration of industry in nature conservation. Students experience a variety of learning activities such as conducting scientific research that includes collecting and processing data, role-playing, peer-teaching, writing reflections, group discussions and providing feedback, as well as building nesting boxes for the Lesser Kestrel. The teaching–learning environment is such that the students are motivated to embark on dozens of extracurricular activities designed to develop a positive attitude toward the environment. As part of the school’s holistic approach, the program that helps preserve the Lesser Kestrel also serves as a platform for improving language and literacy. The students are required to describe, summarize, write letters, express and justify opinions, and express feelings as part of the writing processes that the language teachers lead. For example, every year since the appearance of the Myna in the nesting colony at the school, the students have written an essay entitled “What is my opinion on the relationship between the Myna and the Lesser Kestrel”. Writing this essay is part of a collaborative teaching–learning activity between the language teachers and the team of teachers teaching the Lesser Kestrel program.

Following exposure to the ideas of eco-humanism and the expanding debate on invasive species and their treatment, a decision was made to expand the biocentric teaching approach used in the Lesser Kestrel program and incorporate some concepts of eco-humanism (

Table 1. Comparison of the teaching approach in the Lesser Kestrel program before and after the adoption of the eco-humanist approach.

	Before Adoption of the Eco-Humanist Approach	c	Eco-Humanism Principle
Pedagogical approach	Biocentric	Eco-humanism
The terminology of the presentation of the Myna	Invader species	A species brought in by people	Dialogical culture
Introducing the topic of the Myna to students	Duality between the Lesser Kestrel (positive attitude) and the Myna (negative attitude)	Systemic looking—everyone is equal	Dialogical culture, ecological approach
Causes of the problem to the Lesser Kestrel	Myna	Human	Prevention approaches
Ecological value	Invasive species have no ecological value, they cause damage	Species transported from one habitat to another by humans have ecological value	Ecological approach
Terminology used in lessons to describe the relationship between the Myna and the Lesser Kestrel	Violence, war, struggle, enemy, facing each other, natives versus non-natives, natural versus unnatural, villains, bandits, threat, domination, aggression, exclusion, delegitimization, truth versus falsehood, good versus evil	Completion, inclusion, balance, acceptance, reciprocity, peace, legitimacy, non-hierarchical relationship, perspective of another	Quality of life, dialogical culture, sustainability
Mention of evolutionary principles during the lessons	Without reference to the idea of surviving, the invasive species, “aimed at extermination”	An in-depth reference to the idea of surviving	Ecological approach, endurance, and resilience
Solution to the conflict between the Myna and Lesser Kestrel	Fast and linear, one-dimensional	Patient, cyclical, multi-dimensional, moral judgment	Ecological approach, endurance and resilience, global patriotism
Decision-makers about the future of the conflict between the Myna and the Lesser Kestrel	Only by the teachers	Democratically by student voting	Humanist and democratic ethical, dialogical culture
Social influences	Not mentioned social influences	Emphasized social influences while citing examples from the world	Sustainability
Emotions towards the Myna	Mostly negative feelings of fear, aversion	Empathy	Slow-paced moderation grants more and harms less
Attitudes towards Myna	Attitudes are extremely dangerous from an ethical point of view because it provides people with justification and a sense of moral consolation about killing those who are considered not to belong	A balanced position and ethical examination for harm to living beings	Humanist ethics

).

5. The Research Goal and Research Questions

Therefore, after two years of project implementation based on eco-humanist principles, the purpose of this study was to examine to what extent, if at all, there is a difference in the ethical attitude of the fifth-grade students towards the conflict between the Lesser Kestrel (local species) and the Myna (invader species) and the solution to this conflict following the change in the teaching approach to eco-humanist. The research questions were What are the fifth-grade students’ perspectives on the Myna (an invasive species) and its interaction with the Lesser Kestrel (a local species)? Additionally, what potential resolutions can be identified for the issue that emerges after integrating the eco-humanist teaching approach into the curriculum?

6. Methodology

This research adheres to the tenets of qualitative research and employs an interpretive approach by conducting content analysis of data gathered from the participating students. By employing inductive analysis on data obtained from five teachers, several themes were identified that facilitated responses to the two research questions outlined earlier.

Nestled at the core of this scientific inquiry is the essence of interpretive research, deftly employed through the embrace of inductive interpretive analysis. This methodological selection transcends mere procedural consideration; rather, it signifies a conscious approach tailored to encapsulate the inherent complexity of the subject under study. Grounded in the deep-rooted traditions of qualitative inquiry, interpretive research assumes its role as the guiding compass, facilitating a profound exploration of the intricate terrain of science education. This perspective enables a departure from superficial observations, embarking on a journey to unveil the profound strata of meaning that influence the educational sphere. The inductive stance assumed, acknowledges a commitment to permitting patterns, themes, and insights to organically unfold from the data, discarding preconceived hypotheses in favor of emergent comprehension [55,56,57,58,59,60,61].

7. The Research Tool

This study used content analysis. Content analysis has been described as a research technique for the systematic, objective, and quantitative description of any media content that enables the production of inferences [62,63] through coding written text into different groups or categories based on selected units [62,64]. Objectivity refers to an analysis conducted on the basis of clear rules [65,66]. This method makes it possible to bridge the gap between statistical quantitative analysis and qualitative sources of information [67,68]. In the case of this study, similar to other environmental education research [69] conventional content analysis was chosen [62] because: (1) it enables the description of an emotional phenomenon; (2) there is reference to a specific topic although the study is designed to further examine the phenomenon; and (3) it enables “… classifying large amounts of text into an efficient number of categories that represent similar meanings” (p. 1278). This analysis included a count of keywords, sentences, and content, and a comparison of these components between the two research groups, i.e., those students who studied under the biocentric approach and those who studied under the eco-humanist approach [62]. In the final stage, the findings were interpreted in the context of the research topic.

In the case of this study, the use of content analysis followed the procedure suggested by [69] to allow the examination of quantitative aspects of the study population’s attitude toward the Myna (invasive species) and its interaction with the Lesser Kestrel (local species), and the solutions to this interaction.

8. Participants and Data Sources

A total of 188 fifth-grade students from two distinct cohorts (102 from 2017/2018 and 86 from 2018/2019) participated in this study. They were all taught the same curriculum concerning the Lesser Kestrel, but there was a variation in the educational approach employed. These students were tasked with composing essays in response to the question: “In your opinion, what is the solution to the conflict between the Lesser Kestrel and the Mynas?” The development of writing skills, including the expression of opinions, is a lengthy and intricate process that extended over multiple lessons. These lessons coincided with the period during which the students observed Myna behavior for months in the schoolyard. Additionally, they watched pertinent videos, engaged in discussions, and delved into relevant reading materials. The school’s language teachers provided support throughout the writing process, and the students’ essays were required to be at least one page in length.

9. Data Analysis

The two program teachers, as well as three school language teachers, read all the students’ essays several times to immerse themselves in the data and get an overall impression. To achieve and evaluate reliability, they did independent analyses and compared their findings. Initially, all 188 students’ essays were read and analyzed, a step that corresponds to the second stage of the [69] model (1997) in which the researcher must choose the scope of the material analyzed. The unit of analysis included a reference to a “word; word sense or phrase; or sentence” [69] (p. 10). The teachers used inductive analysis, “allowing categories to emerge from the text” [69] (p. 11). The next step was to “generate a sample coding scheme” [69] (p. 12). In an open discussion held after the initial reading, each teacher summarized their initial thoughts, which were independently recorded in writing. There was 100% agreement (“Step 7. Purify the Coding Scheme”) [69] (p. 13). For the first theme, the interaction between the Myna and the Lesser Kestrel, an agreement of 93% was found between the different teachers. On the second theme, solutions to the relationship between the Lesser Kestrel and the Myna, an agreement of 90% was found between the different teachers.

10. Ethics

The author of this paper is one of the teachers who taught the fifth-graders described. The author was not involved in presenting information about the research, nor the research tool to the students. A letter was sent to the students and their parents with details of the study, including the goals of the research, contact details of the researcher, and a consent form seeking student involvement. The students and their parents were informed that participation was voluntary and that they could withdraw at any stage. Consent was given in writing.

Participant anonymity and confidentiality was assured. Students did not record or provide identifying details during the performance of the task that was part of the research tool. The author of this article was not able to identify the students who participated in the study. Moreover, the findings from the research tools did not form any part of the students’ assessment so they have no effect on the students’ academic achievement at the school.

Finally, the study complied with the rules and regulations of ethical research and received the approval of the Institutional Ethics Committee of the academic institution in which the author of the paper works.

11. Findings

The dataset presented two main themes: The initial theme pertains to how the students categorized the interaction between the Myna and the Lesser Kestrel, and the second addressed the solution to this relationship between the two birds.

12. The Interaction between the Common Myna and the Lesser Kestrel

An analysis of the students’ writing reveals three main sub-themes that arose and are related to the Myna’s interaction with the Lesser Kestrel. In all three sub-themes, the students addressed the effect of the Myna on the Lesser Kestrel and not the effect of the Lesser Kestrel on the Myna. The effect of the Myna on the Lesser Kestrel is categorized into three levels representing sub-categories: strong-negative effect, moderate-negative effect, and low-negative effect (Figure 1). The distinction between the different levels of effect of the Myna on the Lesser Kestrel was defined according to the after-effect on the lesser Kestrel following the Myna’s actions. A strong effect was defined as when the Lesser Kestrel died from this interaction. For example, one student (2017/2018) stated: “The Myna kills Lesser Kestrel chicks” while another student (2018/2019) explained: “The Myna harms the Lesser Kestrel; it drops the chicks from their nesting box”. Similarly, “The Myna eats the Lesser Kestrel chicks” (student from 2018) and “The Myna is an invading bird, and it is evil, it kills the chicks of the Lesser Kestrel” (student from 2017). The students clearly described the Myna’s relationship with the Lesser Kestrel, which ultimately resulted in the death of the chicks. These students’ comments are not isolated. About 20% of the 2017/18 students and about 10% of the 2018/2019 students provided a detailed description of a relationship in which the Myna kills the Lesser Kestrel. The students used expressions such as: “causes extinction” and “preys on chicks”.

A moderate effect where the Lesser Kestrel was injured but not killed appeared in 59% of the students’ essays in 2017/18 and in about 69% of the students’ essays in 2018/2019. For example: “The Mynas enter the nesting boxes we built for the Lesser Kestrel and therefore the Lesser Kestrel has nowhere to nest. They take over the Lesser Kestrel nesting sites that are very few to begin with” (2017/18), and from a 2018/19 student who wrote, “The nesting box we built is for the red falcons, but the Myna, which is a bird that escaped from a zoo in Israel and spread in Israel, catches the Lesser Kestrel in the nesting boxes”. In these descriptions, there is no reference to the result of the relationship between the Myna and the Lesser Kestrel. Examining the use of the term “invasive species” shows that about 35% of the students in 2017/18 used this term and about 38% of the students in 2018/19 did so as well. At the same time, all use of the term in 2017/18 were as part of a description of the interaction in which the Myna has a moderate effect on the Lesser Kestrel.

Further use of the term appeared in the second theme. About 20% of the students in both groups, referred to the weak negative effect of the Myna on the Lesser Kestrel. This is expressed in the following words: “The Myna are enemies of the Lesser Kestrel”, “… the Lesser Kestrel was not resting …”, “… the Lesser Kestrel is afraid of the Myna”, and “… the Mynas are rivals of the Lesser Kestrels”.

In conclusion, all three relationships between the Myna and the Lesser Kestrel were found in the two groups and there is no difference, theoretically, in students’ attitudes toward the relationship between the Myna and the Lesser Kestrel in the school environment.

13. Solution of Common Myna’s interaction with the Lesser Kestrel

Students suggested four ways to resolve the conflict between the Myna and the Lesser Kestrel (Figure 2). In 2017/18, the preferred solution for about 44% of the students (compared to about 15% in 2018/19) was to physically injure the Myna. The solution included the use of words bearing strong negative emotion: “death”, “dissolvement”, “hunting” and “they (Myna) deserve to die”. One of the students (2018/19) describes his opinion: “The Myna takes the nesting boxes of the Lesser Kestrel ... and if they see a LK chick in the box, then they take it and kill it. I think the Myna should be killed”, or another student (2017/18) explains: “Because it is an invasive species it is allowed to harm its chicks”. One student (2018/19) had the same opinion as the students from 2017/18: “The Myna should be harmed in every way so that they do not interfere with the Lesser Kestrel”.

These are powerful words that describe what students think about the way they should manage the Myna. About 13% of the statements in 2017/18 and about 41% of the statements in 2018/19 included reference to the resolution of the conflict between the Myna and the Lesser Kestrel, but without physical injury to the Myna. One student (2018/19) noted: “It is impossible to exterminate the Myna for the sake of the Lesser Kestrel”, while another wrote: “The Myna is an invasive species. Its place is not here. It came from India and needs to be taken back” (student from 2018/19). About 34% of the statements in 2017/18 and about 42% in 2018/19 argued that there should be an intervention to resolve the conflict between the Myna and the Lesser Kestrel, but that a similar approach should be taken for the Myna as for the Lesser Kestrel. For example, a student from 2019 suggested: “We should also build boxes for the Myna”. A student from 2020 suggested: “We need research on the Myna to find a solution for both of the birds”. About 9% of the students in 2017/18 and 2% in 2018/19 said not to take a stand and not to interfere in the conflict between the Myna and the Lesser Kestrel, as one student pointed out: “The Myna and the Lesser Kestrel are in the wild, and they have to cope—we do not have to intervene”.

In conclusion, solutions proposed by the students were found in both the 2017/18 and 2018/19 writings. The difference is in the distribution of each of the solutions in the two years. It is evident that in 2017/18, the students preferred harming the Myna as a solution. In contrast, in 2018/19 the students realized that a solution to the problem caused by the Myna was needed, but it should be addressed without physical harm to the Myna.

14. Discussion

This study examined to what extent, if at all, there is a difference in the attitude of the fifth-grade students towards the conflict between the Lesser Kestrel and the Myna, and the solution to this conflict following the change in teaching approach from teaching based on a biocentric approach to principles of eco-humanism.

The biocentric approach resulted in students employing militaristic and confrontational metaphors, which, as indicated in the literature [20,34], can foster an erroneous understanding of the invasive species phenomenon. Furthermore, this educational method has the potential to generate societal misconceptions, allegations of xenophobia [20], erosion of scientific credibility, and the reinforcement of counterproductive militaristic attitudes that ultimately prove ineffective for conservation efforts [51]. Furthermore, an educational structure that celebrates the act of taking lives and neglects the well-being of animals has the potential to increase the occurrence of both animal and human cruelty [35].

The struggle experienced by the fifth-graders with real-time nature conservation is rare [52], seminal [28] and reveals ethical issues related to the biodiversity crisis in general and the issue of invasive species in particular, which is a complex moral dilemma [20,38,53]. The controversy over invasive species is not only a scientific dilemma, but a scientific social dilemma [10,13,20,38,42]. Such a complex issue requires value considerations [22], not purely biological knowledge [70].

Considering the pivotal role that public education plays in fostering favorable attitudes and garnering backing for the effective management of invasive species [71], this study’s results underscore the significance of embracing the eco-humanist approach. The study demonstrates that the school staff’s adoption of an eco-humanist approach yielded more favorable outcomes concerning the educational principles assimilated by the fifth-grade students. This approach was chosen over the biocentric perspective, which promoted rhetoric potentially fostering “xenophobia”. These findings suggest that this program, which centered around the eco-humanist approach, led to a decrease in the utilization of derogatory language directed at invasive species. The examination of the results unveiled a transition from a narrow perspective primarily centered on advocating the eradication of the myna bird, to one that now emphasizes ethical considerations. This shift signifies a transformation in the students’ mindset concerning the necessary approach for addressing invasive species. Certainly, the introduction of an educational program rooted in humanistic ecological principles led to a noteworthy shift in the sphere of education addressing invasive species [20,36,52].

The eco-humanist approach, going beyond a mere ecological standpoint, exemplifies the literature’s call for a holistic and interdisciplinary approach to tackling intricate subjects, as seen in the context of phenomena such as invasive species [72]. Given the intricate nature of addressing invasive species and the shift in perception towards determining the most appropriate methods for their management, individuals engaged in environmental education should consistently reassess their strategies and evaluate the pedagogical approaches employed in the instruction of younger generations [34]. Environmental educators need to take a proactive stance in challenging misconceptions propagated [39] by a perspective that does not restrict its examination of intricate phenomena in our world to a singular and limited viewpoint.

By embracing a philosophical framework that broadens the prevailing outlook on invasive species, encompassing both this specific concern and the wider domain of nature conservation, my aim is to cultivate an appreciation and respect for the environment that embraces a comprehensive stance, integrating ethical dimensions rather than solely an “ecological perspective” of an intricate phenomenon. Moreover, this exposure seeks to enhance their comprehension of the challenges presented by invasive species and further instill an inquisitiveness for scientific exploration, encouraging future engagement in interdisciplinary scientific inquiry. Therefore, it appears fitting that educators and teachers handling intricate subjects such as invasive species, should elucidate for their students the significance of an interdisciplinary perspective that incorporates compassionate values from an early age—a time when a child’s sensitivity is still keen enough to lay the groundwork for their moral development, recognizing that a child’s moral education evolves progressively [73].

15. Conclusions

The research revealed that a change in the teaching approach has generated a difference in the ethical attitudes of fifth-grade students towards the conflict between the Lesser Kestrel (a local species) and the Myna (an invasive species), and the solution to this conflict following the shift to an eco-humanistic teaching approach.

The research uncovers the intricacies of teaching students about invasive species in an environmentally conscious elementary school using a biocentric pedagogical approach. This approach exposed the tension between the Lesser Kestrel and the Myna, yet paradoxically led the students to employ various forms of “verbal aggression” towards a species not inherently responsible for its invasive nature. Furthermore, the study underscores the challenge posed by the term “invasive species” [38,53], as the term “invasive” tends to be understood functionally, signifying the need to manage these species to restrict their spread, while also acknowledging the problematic impact on local species. The research advocates for a more profound consideration of the messages conveyed to children [74], urging a broader perspective beyond the confines of the biocentric viewpoint. The eco-humanist concept has demonstrated its potential in education by facilitating a comprehensive and ethical approach to ecological learning. As a result, embracing the eco-humanist approach suggests its significant educational value for environmental educators who delve into intricate subjects, thereby fostering ethical introspection that could shape a future distinct from the present [75]. The article mirrors an ongoing debate in academic literature, highlighting that good intentions do not always guarantee the desired outcomes in environmental education programs designed to safeguard the Lesser Kestrel.

16. Contribution and Limitations

This research has both a theoretical and a practical contribution. At the theoretical level, the research has helped emphasize the need to integrate ethical issues into the discussion about invasive species, and to avoid decision-making based on preferences examination. Moreover, the study adds to existing literature that illuminates the complexity of examining invasive species with school students. Based on the integration of ethical topics in curricula, the study proposes to adopt experiential learning with an overarching eco-humanist philosophy. Though perhaps not very innovative, it is interesting and potentially useful for conceptualizing effective and ethical pedagogy. These ideas can help bridge the theoretical and practical gaps between the disciplines of ethics and education and help stimulate the development of empirical research in this cross-disciplinary field.

At the practical level, the research findings make a significant contribution in the following areas: planning and setting policies for students’ involvement in invasive species management; providing appropriate training and instruction for scientists; activating students “as workers” in action taken against invasive species; and increasing public awareness of ethics. In addition, the results of the study emphasize the importance of the way in which teachers and educators present and discuss concepts that have ethical implications. Finally, beyond the educational aspects, it is necessary for prominent environmental policy makers to change the wording and means of addressing the phenomenon of species transition from one habitat to another executed by humans.

Despite the contribution of the study, there are several limitations. Firstly, this research is limited in the number of participants, and this prevents generalization beyond the sample population. Further research is needed to explore the integration of the eco-humanist approach with wider audiences and in different contexts. In addition, this approach adopts Western environmental ethics and does not include environmental ethics originating from Eastern countries or African countries.