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Adopting a scoping review method, we examined peer‐reviewed academic papers published about human–lion conflict (HLC) (including coexistence) and identified knowledge gaps. We searched papers published between January 1981 and December 2023 using academic databases, with the key terms African lion, human–lion conflict, human–lion coexistence, and human–lion interaction. This produced 485 records, reduced to 137 after using additional criteria. Ninety‐eight papers were focused on lions in Kenya, Tanzania, Zimbabwe, and Botswana. Ten pan‐African studies were identified in our review. Our inductive analysis identified four themes related to HLC: attitudes and perceptions toward lions, causes of HLC, consequences of HLC, and mitigating HLC. Some limitations identified in systematic reviews of human–wildlife conflict have been addressed in recent years, such as broadening the geographical scale of research. However, some knowledge gaps remain, including a lack of assessment of mitigation strategies and studies on climate changes impact on human–lion conflict. Addressing the knowledge gaps highlighted in this review will require diversifying the disciplinary composition of the research teams and increasing researcher reflexivity. [ABSTRACT FROM AUTHOR]

Environmental education has the potential to help reduce negative human–wildlife interactions by increasing positive attitudes toward wildlife and providing participants with knowledge and skills that can help mitigate conflict situations and promote safety. To promote positive human–wildlife relationships, effective programs could be implemented widely in areas near remote wildlife reserves and protected areas. We created and evaluated a new environmental education program for 10‐ to 13‐year‐old students in rural schools in India where human–wildlife conflicts with large mammals frequently occur. Between July 2019 and March 2020, we tested the program at 129 schools, reaching 4331 students. The program, which was iteratively designed to fit the local context, is both cost‐effective and scalable. We found that participation in the program resulted in a significant positive increase in local environmental knowledge, in knowledge of safe behaviors, and in some measures of environmental attitudes. This paper reports on the lessons learned while creating this program that may help other organizations interested in using environmental education in regions where negative human–wildlife interactions frequently occur. [ABSTRACT FROM AUTHOR]