# Prioritization of Users in Ecosystem Service Valuation: Implications for the Design of Differentiated Conservation Policies

## TL;DR

This study explores how people's education level affects their prioritization of ecosystem services in a Mexican region, suggesting that conservation policies should consider these differences.

## Contribution

The novelty lies in linking educational level to ecosystem service prioritization, offering insights for adaptive conservation policies.

## Key findings

- Provisioning services were most valued (64%), followed by supporting (60%) and cultural services (59%).
- Educational level significantly influenced how ecosystem services were valued.
- PCA identified two main components: one for provisioning/regulating and another for cultural/supporting services.

## Abstract

Ecosystem Services (ESs) valuation is a fundamental tool for understanding the interrelationships between society and the benefits provided by ecosystems, especially in contexts with specific territorial characteristics. This study aimed to analyze the relationship between the educational level and the prioritization of ESs in the Laguna de Bustillos basin, located in Cuauhtémoc, Chihuahua, Mexico, to provide elements for the design of differentiated and adaptive public policies aimed at ecosystem conservation. The methodology used consisted of the application of structured surveys to collect socioeconomic information and identify the presence and perceived value of provisioning, regulating, cultural, and supporting ESs. Data analysis was conducted using the nonparametric Kruskal–Wallis test and Principal Component Analysis (PCA). The results showed a higher prevalence of provisioning services (64%), followed by supporting (60%) and cultural services (59%), whereas regulating services were less prevalent (54%). Statistically significant differences were found in ES valuation according to users' educational level. The PCA revealed two structural components: one associated with provisioning and regulating services, and another related to cultural and supporting services. These findings support the proposal of differentiated conservation strategies aligned with the social priorities of various educational groups. It is concluded that public conservation policies must incorporate the diversity of social perceptions as an essential element for achieving sustainable and participatory environmental management.

These findings support the proposal of differentiated conservation strategies aligned with the social priorities of various educational groups. It is concluded that public conservation policies must incorporate the diversity of social perceptions as an essential element for achieving sustainable and participatory environmental management.