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Abstract Accurate knowledge of species distributions is foundational for effective conservation efforts. Bats are a diverse group of mammals, with important roles in ecosystem functioning. However, our understanding of bats and their ecological importance is hindered by poorly defined ranges, mostly as a result of under-recording. This issue is exacerbated in Africa by the ongoing rapid discovery of new species, both de novo and splits of existing species, and by inaccessibility to museum specimens that are mostly hosted outside of the continent. Here we present the African bat database – a curated set of 17,285 unique locality records of all 266 species of bats from sub-Saharan Africa, vouched for by specimens and/or genetic sequencing, and aligned with current taxonomy. Based on these records, we also present Maxent-based distribution models and calculate the IUCN Red List metrics for Extent of Occurrence and Area of Occupancy. This database and online visualization tool provide an important open-source resource and is expected to significantly advance studies in ecology, and aid in bat conservation.

Global biodiversity decline is continuing largely unabated. The International Union for Conservation of Nature (IUCN) Red List of Threatened Species (hereafter, Red List) provides us with the gold standard for assessments, but taxonomic coverage, especially for invertebrates and fungi, remains very low. Many players contribute to the Red List knowledge base, especially IUCN Red List partners, IUCN-led assessment projects, and the Specialist Groups and Red List Authorities (RLA) of the IUCN Species Survival Commission. However, it is vital that we develop the next generation of contributors and bring in new, diverse voices to build capacity and to sustain the huge assessment effort required to fill data gaps. Here, we discuss a recently established partner network to build additional capacity for species assessments, by linking academia directly into the assessment processes run by Specialist Groups and RLAs. We aim to increase Red List “literacy” amongst potential future conservationists and help students to increase publication output, form professional networks, and develop writing and research skills. Professors can build Red List learning into their teaching and offer Red Listing opportunities to students as assignments or research projects that directly contribute to the Red List. We discuss the opportunities presented by the approach, especially for underrepresented species groups, and the challenges that remain.