The increasing destruction of natural environments worldwide favored more and more alien species’ dispersal, distancing people from nature and consequently from native species. We investigated undergrad students’ perception about alien and native Brazilian species evaluating classes of the first (freshmen) and last semesters (seniors) of four courses in environmental sciences in three institutions and assessed these students’ knowledge level in different aspects related to native and alien species. The 509 interviewees were able to identify Brazilian native species better than alien species. They also produced better identifications among taxonomic groups of mammals (either alien or native), native birds, and exotic fish compared to invertebrate species. Most students did not consider themselves well informed about the topic. We found an association between the courses/semesters attended and the level of knowledge of the students. Thus, we concluded that, on the one hand, the students demonstrated relevant knowledge about the native species but, on the other, presented deficiencies in invasive alien species’ knowledge. Therefore, we suggest the revision/restructuring of how the biological invasions theme is covered in the academic curricula of undergraduate courses in the environmental area.

Research on environmental perception is essential for the understanding of individuals' relations and expectations towards natural environments. Here, we evaluated the perception of high school students on exotic and native species in Brazil. We interviewed 371 students from two high schools located in the state of Goiás, one with and one without a protected area within its premises. Students needed to identify native and exotic species and to indicate species origin. We used a t-test to evaluate differences between students' scores regarding the correctness of species origin and also ANOVA to assess whether these scores varied among taxonomic groups. Students identified exotic species better than native ones. Students better identified exotic mammals, fishes, and birds than native ones. We found there were no significant relationships of students' knowledge of species' origins with socioecological factors. Students' perceptions of exotic and native species were low and focused on charismatic large-bodied species. We suggest that students are encouraged to expand their knowledge of local biodiversity. Teachers, local schools, and policymakers are essential to achieve this aim. A more diverse methodology for teaching, including new technologies and citizen-science projects, can help establish a genuine interest of local biodiversity students.