Children and sustainable mobility: small feet making smaller carbon footprints

Gilbert, Hulya; Whitzman, Carolyn; Pieters, Johannes; Allan, Andrew

doi:10.1080/07293682.2018.1480500

Cited by 6 publications

(3 citation statements)

References 38 publications

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“…In our study 40% of the participants lived with children under the age of 12 years and interviewed families stated, that they often used the car to transport their children and to coordinate their leisure activities. An Australian study that analysed reasons for private car use with children found that most parents mentioned time constraints and weather [ 49 ]. Therefore, it can be assumed that switching to a life without a car initially leads to an increase in perceived stress.…”

Section: Discussionmentioning

confidence: 99%

3 Months without the car in Bielefeld, Germany– a mixed-method study exploring individual motivation to participate in a municipal intervention

Nowak,

Lopez Lumbi,

Mc Call

2024

BMC Public Health

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Background Climate change is a major public health issue worldwide. To achieve climate targets and reduce morbidity, a paradigm shift in individual behavior e.g., in mobility, is needed. Municipal interventions can motivate individuals to engage in climate-friendly behavior through different psychological mechanisms. In order for successful interventions, it is necessary to gain better insight from study participants and their reasons for participating in mobility projects (e.g., motivational aspects). Materials and methods A mixed-methods design was used to evaluate reasons and characteristics of people for participating in an municipal mobility intervention. The quantitative sub-study assesses socioeconomic characteristics, environmental awareness and perceived stress. The qualitative sub-study explores motivation for participation and change, perspectives on car replacement and reasons for car use. Results Results show that participants (n = 42) are rather high educated and show medium environmental awareness. Participants of the qualitative study part (n = 15) were motiviated to reduce car use already before the intervention and used the intervention as starting point or trial phase. Conclusions Urban intervention projects with fitted recruitment strategies and better insights from study participants with the aim to motivate individuals to engage in climate-friendly behavior can help to strengthen sustainability and public health.

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Section: Discussionmentioning

confidence: 99%

3 Months without the car in Bielefeld, Germany– a mixed-method study exploring individual motivation to participate in a municipal intervention

Nowak,

Lopez Lumbi,

Mc Call

2024

BMC Public Health

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“…In this sense, ref. [41] showed that there is no a better place or time than the daily lives of schoolaged children to start a change in attitude towards more sustainable mobility.…”

Section: Sustainable Mobility and Infancymentioning

confidence: 99%

Using ClassCraft to Improve Primary School Students’ Knowledge and Interest in Sustainable Mobility

et al. 2021

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Teaching students awareness about sustainable mobility has been lacking to date. There is a need to expand the themes being addressed in order to achieve a change in attitude. Society needs to design a curriculum that teaches about sustainable mobility to guarantee a better environment for future generations. This article presents the most important results of an experiment based on gamification to promote the education of sustainable mobility in primary school classrooms. This new teaching method, aimed at children aged 10–12 years old, applies non-gambling play metaphors to real-life tasks to motivate a change in attitude. The didactic approach was developed using the ClassCraft platform to create specific activities that consider the environmental, economic, and social aspects of sustainable mobility. The initial analysis revealed a perception about sustainable mobility that focused on environmental problems with very little input on the economic and social aspects. The experience has shown that by using the gamified ClassCraft tool applying structured activities about all aspects of sustainable mobility, the pupils acquired new concepts that clarified the social and economic components and began to develop a conscience about how to become an active part in behavioural change.

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“…In the field of sustainable mobility and infancy, J. Barker et al [26] completed an investigation into the state of the question, in which they highlighted the limitations that exist within this field in relation to infancy both on a theoretical and an empirical plane. In that regard, Gilbert et al [27] also affirmed that, despite the existence of numerous investigations referring to non-sustainable modes of urban transport, the active contribution of children to these trends in sustainable mobility is very limited. In that sense, the problematic issue has yet to be clearly addressed, insofar as children are part of the solution, capable of becoming active agents for changes to mobility patterns in urban environments.…”

Section: Literature Reviewmentioning

confidence: 99%

Learning about Sustainable Mobility in Primary Schools from a Playful Perspective: A Focus Group Approach

et al. 2019

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Nowadays, educational activities need to be oriented towards sustainable mobility as a tool to guarantee a better future for younger generations. Two focus groups (FGs) of children aged 10–12 years were formed, for the design, development, and evaluation of educational tools for gamification techniques on the subject of sustainable mobility. The study involved a group of children from three classes in the fifth-year of primary education at a school in the City of Burgos (Spain). The first focus group revealed the cognitive perceptions of the children toward sustainable mobility and their cognitive understanding of its need. The information was used in the design of learning activities of gamification techniques. The children in the second focus group, after the educational experience, were evaluated with regard to the knowledge they had acquired on the topic and changes in their attitudes. The basic knowledge of children before their participation in the research was limited to the environmental aspects of sustainable mobility, as we observed in the first focus group. Through the use of the gamification tools, the children acquired new concepts that clarified the importance of social and economic components linked to sustainable mobility, and they started to develop an awareness of how to play an active role in changing their behavior.

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Children and sustainable mobility: small feet making smaller carbon footprints

Cited by 6 publications

References 38 publications

3 Months without the car in Bielefeld, Germany– a mixed-method study exploring individual motivation to participate in a municipal intervention

3 Months without the car in Bielefeld, Germany– a mixed-method study exploring individual motivation to participate in a municipal intervention

Using ClassCraft to Improve Primary School Students’ Knowledge and Interest in Sustainable Mobility

Learning about Sustainable Mobility in Primary Schools from a Playful Perspective: A Focus Group Approach

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