Consumption-Intention Formation in Education for Sustainable Development: An Adapted Model Based on the Theory of Planned Behavior

In the current context of unsustainability that we inhabit, education is considered to be a necessary pillar for social transformation towards sustainable development. The main goal of this research is to analyze the implementation of educational practical experiences of the education for sustainability programs from the perspective of teachers working in secondary schools in the Basque Autonomous Community. The analyzed schools are situated in different socio-economic and environmental contexts. The analysis also aims to diagnose the extent of knowledge on the 2030 Global Agenda of Sustainable Development Goals (SDGs) with a view to its future implementation. The study is based on qualitative tools such as in-depth interviews (38 interviews conducted at five secondary schools). For analytical purposes, the perspective of the teaching staff is adopted as they play an indispensable and determining role in education for sustainability. The main results showed that the involvement of the teaching staff, personal motivation and good leadership are essential for the success of the program, together with the support of school authorities. A stable teaching staff and a sense of identity with the project are decisive factors. In this sense, differences were detected between public schools and private schools that, to a certain extent, condition the difficulties faced by the teaching staff. Experiential activities, activities outside the classroom and a positive perspective on the subject are considered factors contributing to the success of the programs. SDGs were still largely unknown to the teaching staff but could provide a good framework for multidisciplinary education.

Section: Introductionmentioning

confidence: 99%

Embedding Sustainable Development Goals in Education. Teachers’ Perspective about Education for Sustainability in the Basque Autonomous Community

Agirreazkuenaga

2019

“…Secondly, as said before, the TPB provides a suitable basis for the explanation of sustainability-related behavior [105]. It has proved to be adapted to the study of general pro-environmental behavior [69], individual consumption and a myriad of other sustainability-related behaviors [106][107][108][109][110][111].…”

Section: Theory Of Reasoned Action (Tra) and Theory Of Planned Behavimentioning

confidence: 97%

From Values to Behavior: Proposition of an Integrating Model

Aride

Pàmies

2019

Human values are at the heart of our lives. We all hold a set of values that influence our actions. The protection of the natural environment is no exception to this rule. That is why the study of human values is key to reaching the imperative of sustainability. In this conceptual paper, we aim to (1) integrate the key theories and models explaining the influence of human values on behavior and to (2) identify factors that might have previously been overlooked. Drawing from a range of disciplines, this article proposes an integrated model mapping the influence of human values on behavior. It also puts forward the concept of consequences as an emerging factor that could play an important role in this relationship. Recommendations are to extend the research to an empirical investigation of the model and to develop the definition of the concept of consequences and the role they play in the influence of values on consumer behavior.

“…Certain authors [11], advocate proposals for the "environmentalization" of educational centers and curricular sustainability, which would involve introducing sustainable and environmental content and criteria into the curriculum. Others insist on the importance of environmental education research at an early age [12].…”

Section: The Educational City: Towards a Sustainable Awarenessmentioning

confidence: 99%

Education for Sustainable Development in STEM (Technical Drawing): Learning Approach and Method for SDG 11 in Classrooms

Velázquez

Rivas

2020

Five years after proclamation of the Sustainable Development Goals promoted by the United Nations, Spain joined this process of transforming the world socially, economically, and environmentally. This research covers the route taken and results obtained during subsequent years in Spain and proposes, as a general objective, to observe whether it is feasible to work in the technical drawing classroom on an eco-urban project, following the learning approach and method proposed by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) in 2017 Education for Sustainable Development Goals: Learning objectives, in order to reinforce cognitive, socio-emotional, and behavioral objectives, as well as the key competences established in Sustainable Development Goal 11. The phases of the project were related to the learning objectives and key competences, the results of which were complemented by a questionnaire that provided information on the sustainable consciousness of the students after completing the project, and could serve as a starting point for future educational projects. We agree with other authors, and in particular with UNESCO, that implementation of this type of project in the classroom is a key learning method for SDG.