An exploration of nudging towards transformative environmental behaviour changes prior to a values-crystallization event

Tening, Rahel N.; Harder, Marie K.

doi:10.1016/j.heliyon.2023.e18689

Cited by 3 publications

(3 citation statements)

References 52 publications

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“…Additionally, teachers at schools lacked the systemic skills and support to become change agents for sustainability, yet for effective transformative education to occur, teachers must be prepared to challenge their students to engage in critical thought. Thus, efforts to transform society sustainably have to focus on building educators' understanding of sustainability and the educators' ability to transform curricula and wider learning opportunities (Tening & Harder 2023).…”

Section: Ambiguities In Scope and Definition Of Education For Sustain...mentioning

confidence: 99%

“…It is a widely accepted fact that human behaviour-change is a significant and irreplaceable component of effective climate-change action strategies. Tening and Harder (2023) contend that reduction in environmental problems requires a lasting transformative human behaviour-change. Accordingly, developments in transformative education/learning are increasingly being recommended for achieving behaviour change.…”

Section: Moral and Behavioural Challengesmentioning

confidence: 99%

“…Consequently, understanding behaviour change as a barrier to climate change education requires going beyond psychological explanations based on the individual and identifying the way social factors influence decisions, perceptions and actions. As a result, the concept of transformative learning has been established as a critical solution to environmental sustainability problems (Tening & Harder, 2023 ;Varela-Losada. et al 2022).…”

Section: Moral and Behavioural Challengesmentioning

confidence: 99%

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Barriers to Transformative Climate Change Education: Mitigation and Resilience-Building

Josephine Oranga,

Billiah Gisore,

George Areba

2023

IJSS

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The urgency with which climate change education is required demands massive coordination across all formal education systems (primary, secondary and tertiary institutions), non-formal systems (community-based and non-governmental organisations), and informal systems (museums, over the radio, in libraries, or bus stops). It also demands attention from individuals in both low and high-carbon emitting countries, as well as within and across sectors (education, energy, agriculture, transportation and urban planning). Rather positively though, education has a ripple effect that goes beyond the individual learner and has the potential to build greater environmental enlightenment and concern amongst family members and communities. Accordingly, education (formal, informal and non-formal) would also help individuals and communities build resilience and lessen their vulnerabilities to a rapidly changing climate. Hence, this paper explores the barriers that impede enhanced climate change education with a view to helping surmount them and enlighten learners and communities at large, on the dangers of climate change and strategies of minimising human activities that bring about or accelerate climate change, even as communities get sensitised on resilience measures. Accordingly, the barriers to effective climate change education as determined by this review are inadequate political leadership, low eco-literacy levels, cognitive challenges, scepticism of scientific evidence, misinformation and disinformation of facts about climate change, limited knowledge and skills to impart to learners during climate change instruction, moral and behavioural challenges and psychological and social barriers. It is thus, recommended that salient aspects of climate change be integrated into teacher-training curricula worldwide and policies be enacted aimed at mitigating scepticism and disinformation concerning climate change. Furthermore, coordination of efforts between the private sector, government, community members and civil society to promote climate change education is strongly recommended together with the adoption of transformative learning that results in perspective and behaviour change

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Section: Ambiguities In Scope and Definition Of Education For Sustain...mentioning

confidence: 99%

Section: Moral and Behavioural Challengesmentioning

confidence: 99%

Section: Moral and Behavioural Challengesmentioning

confidence: 99%

See 1 more Smart Citation

Barriers to Transformative Climate Change Education: Mitigation and Resilience-Building

Josephine Oranga,

Billiah Gisore,

George Areba

2023

IJSS

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Understanding the mechanisms of meaning-making for transformations toward sustainability: contributions from Personal Knowledge Theory

Odii,

Huang,

Harder

2024

Sustain Sci

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Exploring How to Optimise Transformative Pro-Environmental Behaviour Changes via Nudging on Shared Values Crystallisation

Tening,

Ebido,

Harder

2024

Sustainability

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Transformative learning processes that can trigger deep and long-lasting behaviour changes are highly sought after for targeted improvements ranging from human diet and health to pro-environmental behaviours. A step forward was the reporting of a method that reliably produces transformative learning outcomes (TLOs) as an (incidental) effect of group shared values crystallisation, but the theme of the TLOs could not be targeted, e.g., for pro-environmental behaviours. A recent exploratory study bolted on environmentally themed pre-Nudging and unexpectedly produced a heavy bias towards pro-environmental behaviour changes. Here, we investigated more systematically the influences of different Nudging types upon TLO themes produced using two further case study designs created for comparability with earlier studies and using the same process (WeValue InSitu) and post-event data collection of TLOs categorised as environmental/not and behavioural/not. Our findings show that most Nudging had no effect, including raising the profile of environmental photos and the materials used in the crystallisation process, having participants reflect on their environmental identities, or emphasising environmental topics before going home. However, Nudging which involved answering written questions on specific personal pro-environmental actions such as recycling, applied early on, was linked to desired results. This has pragmatic significance for sustainability practitioners and raises questions for further research on the mechanisms of both active learning and Nudging.

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An exploration of nudging towards transformative environmental behaviour changes prior to a values-crystallization event

Cited by 3 publications

References 52 publications

Barriers to Transformative Climate Change Education: Mitigation and Resilience-Building

Barriers to Transformative Climate Change Education: Mitigation and Resilience-Building

Understanding the mechanisms of meaning-making for transformations toward sustainability: contributions from Personal Knowledge Theory

Exploring How to Optimise Transformative Pro-Environmental Behaviour Changes via Nudging on Shared Values Crystallisation

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