Secondary school students' metaphoric perceptions of values related to the concept of sustainable consumption

Abstract

This study explores the acquisition of sustainable consumption behavior among secondary school students by investigating their perceptions of values such as responsibility, sensitivity, and saving within the Social Studies curriculum. The research employs an interpretive (hermeneutic) approach within qualitative research methods. The study involved 205 students enrolled in secondary schools in the Antalya province during the fall semester of the 2023-2024 academic year, selected through the convenience sampling method. To gather data, the researchers administered the "Metaphor Form for Sustainable Consumption Values of Secondary School Students." Through this form, students were prompted with three questions structured as "Responsibility / Sensitivity / Saving is similar to..." followed by "...Because..." The collected data underwent content analysis to discern students' perceptions. The study's findings indicate that students predominantly associated the value of responsibility with metaphors such as duty, homework, mother, life, and father. Likewise, the value of sensitivity was expressed through metaphors encompassing empathy, help, mothering, respect, love, and kindness. Additionally, the value of saving was predominantly associated with metaphors involving water, money, father, and piggy bank. However, a noteworthy observation emerged as students struggled to establish a connection or relationship between these values and the concept of sustainable consumption. In light of this, the study recommends incorporating the concept of sustainable consumption into the content of the social studies course, specifically emphasizing its relevance to the values of responsibility, sensitivity, and saving. This suggestion aims to enhance students' understanding and awareness of the interconnectedness between these values and sustainable consumption practices.