Submit to Sustainability Review for Sustainability Propose a Special Issue

Journal Browser

Education to Influence Pro-environmental Behavior

Print Special Issue Flyer
Special Issue Editors
Special Issue Information
Keywords
Published Papers

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (31 March 2023) | Viewed by 20448

Share This Special Issue

Special Issue Editors

Prof. Martha C. Monroe

E-Mail Website
Guest Editor

School of Forest, Fisheries, and Geomatics Sciences, University of Florida, Gainesville, FL, USA
Interests: program development; program evaluation; indicators of behavior change

Dr. Joe Heimlich

E-Mail Website
Guest Editor

Center of Science and Industry, Columbus, OH, USA
Interests: environmental learning; behavior; non-school learning structures; evaluation

Special Issue Information

Dear Colleagues,

Both environmental education and education for sustainable development share a fundamental belief that effective education can help to provide the knowledge, commitment, motivation, and skills that will enable learners to make decisions and take actions that transform our societies toward sustainability. The age of the learner, context for action, context for learning, and mission of the educational organization may inform the degree to which the educational program can encourage a particular behavior or provide skills. A variety of factors interact to encourage new behaviors, including knowledge, attitudes, efficacy, identity, and social norms. Educational programs can be designed to influence each. Some may be necessary; none are likely to be sufficient alone. The role of prior knowledge, social identity, cultural cognition, emotion, and community acceptance confound many of our studies.

This Special Issue is designed to publish new insights into the role of these factors in encouraging behavior change while embedded in educational programs. Programs may be designed for youth or adults, and the measured outcomes may be indicators or actual behavior change. Studies from constructivist, critical, pragmatic, and post-positive paradigms are welcome. Papers should suggest strategies that practitioners can adopt in their programs or that researchers can explore in future projects to increase our understanding of educational strategies to influence pro-environmental behavior.

References:

Ajzen, I. 1985. From intentions to actions: A theory of planned behavior. In Kuhl, J. and J. Beckman (eds) Action-control: From cognition to behavior. Heidelberg: Springer, pp 11–39.

Byerly, H.; A. Balmford; P. J. Ferraro; C. H. Wagner; E. Palchak; S. Polasky; T. H. Ricketts; A. J. Schwartz and B. Fisher. 2018. Nudging pro-environmental behavior: evidence and opportunities. Frontiers in Ecology and the Environment, 16(3): 159–168. doi:10.1002/fee.1777.

Chawla, L. and Cushing, D. F. 2007. Education for strategic environmental behavior. Environmental Education Research, 13(4): 437–452. doi:10.1080/13504620701581539.

Heimlich, J.E., & Ardoin, N.M. 2008. Understanding Behavior to Understand Behavior Change: A Literature Review. Environmental Education Research, 14(3): 215–237. doi:10.1080/13504620802148881.

Hines, J. M., H. R. Hungerford, A.N. Tomera. 1986/87. Analysis and synthesis of research on responsible environmental behavior: A meta-analysis. Journal of environmental education. 18(2): 1–8. doi:10.1080/00958964.1987.9943482.

Hungerford, Harold R. and Trudi L. Volk. 1990. Changing learner behavior through environmental education, Journal of Environmental Education, 21(3): 8–22. doi:10.1080/00958964.1990.10753743.

Jensen. B. B. and Schnack, K. 1997. The action competence approach in environmental education. Environmental Education Research, 3(2): 163–178. doi:10.1080/1350462970030205.

Kollmus, A. and J. Agyeman. 2002. Mind the gap: Why do people act environmentally and what are the barriers to pro-environmental behavior? Environmental Education Research, 8(3): 239–260. doi:10.1080/13504620220145401.

Krasny, M. E. 2020. Advancing Environmental Education Practice. Ithaca NY: Cornell University Press.

Monroe, M. C. 2003. Two avenues for encouraging conservation behaviors, Human Ecology Review, 10(2): 113–125. Available online: https://www.jstor.org/stable/24706961?seq=1.

Schultz, P. Wesley. 2002. Knowledge, Information, and Household Recycling: Examining the knowledge-deficit model of behavior change. In Dietz, Thomas and Paul C. Stern (eds) New Tools for environmental protection: Education, information, and voluntary measures. Washington DC: National Academy Press, pp. 67–82.

Stern, Paul C. 2000. Toward a coherent theory of environmentally significant behavior. Journal of Social Issues, 56(3): 407–424.

Whitburn, J., W. Linklater, and W. Abrahamse. 2019. Meta-analysis of human connection to nature and proenvironmental behavior. Conservation Biology, 34(1): 180–193. doi:10.1111/cobi.13381.

Prof. Martha C. Monroe
Dr. Joe Heimlich
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

behavior and behavior change
pro-environmental behaviors
indicators of behaviors
environmental action
self-efficacy
social marketing
environmental identity and social role
empathy

Published Papers (7 papers)

Download All Papers

Research

15 pages, 2534 KiB

Open AccessArticle

Clues in the Data: The Role of Education in Adopting Technology That Enhances Sustainable Lifestyle Choices

by Sara Komenda and Martha C. Monroe

Sustainability 2023, 15(11), 8443; https://doi.org/10.3390/su15118443 - 23 May 2023

Cited by 1 | Viewed by 930

Abstract

Smart technology has the potential to help people practice more sustainable behaviors, but many barriers still exist. Understanding the motivations of people who use these devices can help educators develop more effective programs to ensure people reach appropriate conservation and sustainability goals. As a case in point, we analyzed surveys from owners of smart irrigation controllers to understand their motives for using the device on residential landscaping. Factor analysis resulted in six categories of survey questions: interest in landscaping maintenance, interest in technology, interest in conservation, interest in saving money, interest in the aesthetic benefits of landscaping, and concerns about technology. Cluster analysis divided the respondents into four distinct groups based on their factor scores. Characteristics and motivations differed for each cluster and ranged from those who enjoy landscaping activities and use the device to grow healthier plants, to those who dislike landscaping chores and see the device as a tool to make these tasks easier. All clusters had an interest in conservation, but it was not the highest motivating factor for any group. We discuss ways in which educators can utilize the cluster profiles to better communicate and support each group in achieving water conservation. This process could be used for other types of technology that make it easier to achieve a more sustainable lifestyle. Full article

(This article belongs to the Special Issue Education to Influence Pro-environmental Behavior)

► Show Figures

Figure 1

30 pages, 3322 KiB

Open AccessArticle

Behavioral Science and Education for Sustainable Development: Towards Metacognitive Competency

by Susan Hanisch and Dustin Eirdosh

Sustainability 2023, 15(9), 7413; https://doi.org/10.3390/su15097413 - 29 Apr 2023

Cited by 1 | Viewed by 2981

Abstract

Behavioral science is increasingly considered foundational for addressing various sustainable development challenges. Behavioral change and action competence have also become important goals in Education for Sustainable Development (ESD), complementing and interacting with other educational goals such as the development of sustainability-relevant knowledge, skills, values, and attitudes. We argue that these interconnected learning goals of ESD can be advanced by integrating interdisciplinary behavioral science concepts, methods, and insights into the design of curricula, learning environments, and processes for participatory whole-school approaches. Specifically, we highlight the role of metacognitive competency in self-directed individual and collective behavior change and we present our educational design concept for teaching human behavior as an interdisciplinary theme in ESD. Full article

(This article belongs to the Special Issue Education to Influence Pro-environmental Behavior)

► Show Figures

Figure 1

9 pages, 726 KiB

Open AccessArticle

Environmental Action Programs Using Positive Youth Development May Increase Civic Engagement

by Sydney Barnason, Christine Jie Li, Damon M. Hall, Sonja A. Wilhelm Stanis and John H. Schulz

Sustainability 2022, 14(11), 6781; https://doi.org/10.3390/su14116781 - 1 Jun 2022

Cited by 5 | Viewed by 2524

Abstract

Civic engagement in adults may be influenced by their participation as young people in environmental action programs. To assess this hypothesis, we conducted a case study to see if an environmental action program at the St. Louis Zoo impacted participants’ civic engagement in respect to positive youth development practices. During 2019, we surveyed youth from the St. Louis, Missouri area participating in the Bye-to-Bags program, which was a student-initiated program. We used a modified measurement scale for civic engagement outcomes, and measured three positive youth development practices: sparks, or an individual’s passions; adult relationships; and voice. We found that civic engagement and positive youth development outcomes were both present in the Bye-to-Bags program, which offered opportunities for youth engagement in environmental action in the community. Our results also showed that zoos with environmental action programs may increase youth civic engagement, especially when young people are given a sense of voice in programmatic decisions supported by strong adult relationships. Environmental education programs promoting sustainable behavior may help young people become environmentally responsible and civically engaged adults. Full article

(This article belongs to the Special Issue Education to Influence Pro-environmental Behavior)

► Show Figures

Figure 1

13 pages, 2966 KiB

Open AccessArticle

Development of Landscape Architecture Design Students’ Pro-Environmental Awareness by Project-Based Learning

by Juan Xi and Xinjun Wang

Sustainability 2022, 14(4), 2164; https://doi.org/10.3390/su14042164 - 14 Feb 2022

Cited by 4 | Viewed by 2467

Abstract

With a rapid pace of urbanization, urban environment problems have affected large numbers of people and aroused widespread concern. Landscape architecture design helps improve the welfare of urban residents and ecological function of urban green spaces. Course-based influence of college students majoring in landscape architecture is an efficient way to prepare future landscape architects with environmental awareness. This research applied project-based learning (PBL) and zone of proximal development (ZPD) in the landscape architecture design course, and developed the investigation–design–construction PBL modules of the course. The experimental group, 57 college juniors majoring in landscape architecture, received PBL education while learning the course. At the end of the course, a questionnaire was answered by the junior students and the control group, which comprised 60 senior students who received no PBL instruction while learning the same course in the third year. The results indicate that the PBL approach was well accepted by 90% of the experimental group, who were 17.37% more likely to employ pro-environmental design methods in their future work than the control group. It was also found that employing the PBL approach in the landscape architecture design course had a positive influence upon students’ pro-environmental values, knowledge and attitudes. Full article

(This article belongs to the Special Issue Education to Influence Pro-environmental Behavior)

► Show Figures

Figure 1

18 pages, 3219 KiB

Open AccessArticle

Adult Climate Change Education Advances Learning, Self-Efficacy, and Agency for Community-Scale Stewardship

by Sarah-Mae Nelson, Greg Ira and Adina M. Merenlender

Sustainability 2022, 14(3), 1804; https://doi.org/10.3390/su14031804 - 4 Feb 2022

Cited by 7 | Viewed by 4163

Abstract

Education per se does not necessarily foster positive environmental behaviors; rather, a complex assemblage of influences including social integration, discovering shared values, strengthening environmental identity, self-efficacy, and agency is needed to foster environmental stewardship. We examine the participant outcomes from a new adult climate education and service course, which is delivered by local organizations. The UC Climate Stewards certification course includes relationship building, social-emotional learning, climate science, climate communication, monitoring resilience, and how to take community-scale action. Based on results from ~154 participants, we observed significant improvement in self-efficacy, with confidence to help protect communities increasing from

\bar{x}

= 3.59 (3 is neutral) to

\bar{x}

4.32 (4 is agree) (p < 0.00). The importance of doing something or taking action about climate change appears to be a value that was strongly held prior to taking the course and aligns with motivations for becoming a certified Climate Steward; hence, it only slightly increased from (

\bar{x}

= 4.25) to (

\bar{x}

= 4.57) (p < 0.00). Climate Stewards’ feeling of competency in talking about the subject increased (from

\bar{x}

3.05 before to

\bar{x}

= 4.24 after, p < 0.00, N = 111). Finally, we examine the community-scale stewardship taken by the Climate Steward volunteers, from information provided through self-reporting, and explore additional approaches to researching pathways from education to agency. Full article

(This article belongs to the Special Issue Education to Influence Pro-environmental Behavior)

► Show Figures

Figure 1

15 pages, 333 KiB

Open AccessArticle

Investigating Predictors of Public- and Private-Sphere Sustainable Behaviors in the Context of Agritourism

by Sara Brune, Whitney Knollenberg, Kathryn Stevenson and Carla Barbieri

Sustainability 2022, 14(2), 663; https://doi.org/10.3390/su14020663 - 7 Jan 2022

Cited by 1 | Viewed by 1903

Abstract

Encouraging sustainable behaviors regarding food choices among the public is crucial to ensure food systems’ sustainability. We expand the understanding of sustainable behavioral change by assessing engagement in local food systems (LFSs) in the context of agritourism experiences. Using theory of planned behavior (TPB) and personal norms, we conducted pre–post-surveys at agritourism farms to measure the impact of changes in the TPB behavioral antecedents as predictors of the following behavioral intentions regarding LFS engagement: (1) purchasing local food (private-sphere behavior), (2) increasing monthly budget to purchase local food (private-sphere behavior) and (3) advocating for local food (public-sphere behavior). Our findings indicate that strategies to encourage LFS engagement should seek to activate moral considerations that can motivate action across private and public behaviors, which applies to various demographic groups. To stimulate collective action, strategies should target subjective norms specifically (e.g., encouraging social interaction around local food), while strategies encouraging private behaviors should focus on easing perceived barriers to buying local food (e.g., promoting local food outlets). As agritourism experiences effectively modify the three above-mentioned behavioral antecedents, we advocate for holistic experiences that provide opportunities for deeper engagement with local food, stimulate the senses, and facilitate social interaction around LFSs. Full article

(This article belongs to the Special Issue Education to Influence Pro-environmental Behavior)

20 pages, 307 KiB

Open AccessArticle

Youth-Led Climate Change Action: Multi-Level Effects on Children, Families, and Communities

by Carlie D. Trott

Sustainability 2021, 13(22), 12355; https://doi.org/10.3390/su132212355 - 9 Nov 2021

Cited by 9 | Viewed by 3301

Abstract

Empirical studies of children’s climate change action are rare, especially beyond the formal classroom and among pre-teen youth. This mixed-methods study examined the multi-level impacts of climate action by ten- to twelve-year-olds following an after-school program that used participatory methods to encourage children’s action at household and community levels. Through surveys and focus groups, children reported engaging in a variety of climate-protective actions to reduce their energy use and waste, with some children becoming more physically active as they left behind electronics to play outdoors. Children also provided abundant examples of sharing their climate change knowledge and inspiring action among family and friends, as well as being influential in school and community settings. Findings of the present study shed light on the importance of action opportunities in climate change educational settings, not only for children’s mental and physical health, but for its transformative potential through children’s intra- and intergenerational influence. Full article

(This article belongs to the Special Issue Education to Influence Pro-environmental Behavior)

Journal Menu

Journal Browser

Education to Influence Pro-environmental Behavior

Share This Special Issue

Special Issue Editors

Special Issue Information

Keywords

Published Papers (7 papers)

Research

Further Information

Guidelines

MDPI Initiatives

Follow MDPI