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This paper aims to propose and evaluate an innovative approach to education for sustainable consumption (ESC) which empowers teenagers and young adults to improve sustainable consumption competences. This approach combines pedagogical learning approaches such as real-world learning (e.g. experiential learning and research-based learning) with transformative and transdisciplinary research approaches (i.e. real-world laboratory research).

Through a transdisciplinary research design, the authors explore if real-world experiments (RWEs) offer a suitable approach for sustainable consumption education at schools. RWEs are a research approach for knowledge production, aiming to go beyond temporary interventions, to establish semi-permanent spaces for sustainability transformation and reflexive learning. To evaluate this proposal, the authors study already existing active teaching and learning approaches developed within and for ESC and put these in perspective, to define and understand the RWEs.

Insights from a transdisciplinary research project which applied RWEs as a teaching and learning approach in German schools complement conceptual considerations. As a result, advantages, such as the development of core competencies among learners, but also challenges experienced, are illustrated. Though, the challenges found are not unique to the RWE, rather they point out important potentials for ESC through suggesting systematic changes in educational institutions and teaching approaches.

This paper explores RWEs as an active and participatory teaching and learning approach for sustainable consumption education at schools and delivers practical insights and a definition of RWEs as an innovative teaching and learning approach.

This study discusses emerging design activities in the fashion industry and their implications for motivating sustainable consumption. The paper provides an insight into the broad opportunities of fashion activism for designers. As the basis for discussion and evaluation of the research questions, the author has compared the applicability of the bespoken strategies with selected findings from her own empirical case study. The case study entails two participatory clothing design workshops with 'half-way' products. The main research question elaborates on whether fashion activism can be considered as a tool for designers to help consumers defeat their desire to constantly consume more. This involves three sub-questions. First, how effective is fashion activism as a tool in raising awareness for sustainability issues in the fashion industry? Secondly, do participatory design processes and enabling solutions help the consumer gain new skills and develop a greater appreciation towards his/her products? This implies that the user can become his/her own designer and maker, and thereby possibly change his/her own behaviour and attitude through a deeper understanding of the production process. Therefore, and thirdly, can fashion activism ease the transition towards sustainable consumption? The final discussion will focus on the evidence gathered by the comparison of fashion activism strategies and the author's own research. The empirical case study has offered insight into the objectives of fashion activism specifically through half-way products. The findings positively confirm the expected advantages of half-way products. The half-way garments seem to ease the first step for user involvement. In addition, the research highlights the importance that consumers understand products and production. This understanding is a key factor for sustainable fashion consumption.