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This paper aims to address gaps in the sustainable technology literature by evaluating the demographics of energy efficient appliance consumption in Vietnam. Sustainable technologies can reduce greenhouse gas emissions and address environmental problems such as air quality and climate change. Opportunity is the greatest in emerging markets, where population growth has triggered dramatic rises in electricity consumption. However, their adoption of energy efficient appliances has been slow and understanding why is limited.

Following a literature review, a questionnaire was designed to capture sustainable consumption attitudes and behaviours. In total, 682 interviews were conducted among Vietnamese electrical appliance consumers to investigate the influence of demographics on sustainable technology consumption.

While many respondents were aware of the sustainable benefits of energy efficient appliances, this did not generally translate into responsible purchase behaviour. Of the demographic variables, education had the strongest relationship with sustainability. Those with higher incomes and more children were also more likely to exhibit sustainable consumption attitudes and behaviours. Gender and age were weaker sustainability predictors.

This study is relevant to a wide range of sustainable technology contexts. The literature shows contrary findings regarding relationships between demographics and sustainable consumption, and the value of demographics to sustainable consumer segmentation and targeted behaviour change campaigns has been contested by some researchers. This research highlights education as the most significant demographic predictor of sustainable consumption and reveals the consistency of this finding with many other studies. The implications of this for promoting future sustainability are discussed.

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.

Promoting sustainable consumption among young consumers has become a key priority on the research agenda in such different fields as education for sustainable development, environmental psychology and consumer policy. Progress in this field has been hampered by a lack of sophisticated research instruments capable of measuring consumption behaviors that are relevant both in terms of their sustainability impacts and their suitability for teenagers. This study aims to address this research gap and presents a scale for young consumers’ sustainable consumption behaviors (YCSCB) in the areas of food and clothing.

The scale was developed in a two-step, mixed-methods approach. In an initial qualitative interview study, the actual behaviors of theoretically selected young consumers (n = 8) were identified with regard to acquiring, using and disposing of consumer goods in the areas of food and clothing. The YCSCB scale was constructed using the findings of this qualitative study and then validated in a subsequent quantitative study (n = 155).

The YCSCB scale is a valid and reliable scale to measure young consumers’ sustainable consumption behavior in the areas of food (n = 14 items) and clothing (n = 13 items).

The findings of this research provide a twofold contribution to advancing research on YCSCB. Firstly, it presents a consolidated scale that is explicitly constructed for teenagers and their consumption contexts. Secondly, it proposes a heuristic for developing more sophisticated measurements of SCB among young consumers that would allow a comparison between studies, is focused on behaviors (instead of confounding behaviors with intentions, attitudes or values) and is impact-oriented in terms of sustainability relevance.

The purpose of this study is to explore Generation Z (Gen Z) consumers’ sustainable consumption behaviors at a university campus by examining various antecedent and moderating influencers of their sustainable consumption behaviors.

A quantitative research methodology is used in this study. A structured questionnaire was administered (n = 279) to young college students (Gen Z consumers in the context of this study) enrolled at a large state university in the USA. The structural equation model was used to test the hypothesized relationships in the conceptualized model.

Study findings show that social responsibility (feelings, engagement and expectations) and external incentives (material and social) positively influence Gen Z consumers’ sustainability interests, which in turn influences their sustainable consumption behaviors (actions). Collectivist cultural values did not appear to have any statistically significant effect on Gen Z consumers’ sustainable consumption interests. Moreover, learned helplessness, perceived barriers and the awareness of the consequences of sustainability consumption actions did not have any significant moderating effect on Gen Z consumers’ sustainable consumption behavior.

The questionnaire was only sent to students majoring in business degrees, which may limit the generalizability of this study to broader Gen Z consumer populations. Expanding this study to include non-business students may be valuable as a next step. Replicating this study in different cultural environments of international countries could enhance the relationships identified in this study.

Consumer social responsibility education along with material and social incentives will encourage Gen Z consumers’ participation in sustainable behaviors at college campuses.

This research provides valuable insights into understanding the importance of consumer social responsibility and external incentives in influencing Gen Z consumers’ sustainable consumption intentions and behaviors. Accordingly, consumer social responsibility education and incentive programs need to be developed to encourage the participation of Gen Z consumers in sustainable consumption.

A sustainable future requires that we empower our children to not only make green consumer choices but also consider the wider issues of sustainable consumption. This paper aims to investigate suitable measures to evaluate children’s sustainable consumption and production (SCP) knowledge, attitudes and behaviour and develop and test intervention content aimed at improving literacy in this area.

A mixed method approach was adopted to develop measurement and intervention materials for SCP. 21 Year Eight (12-13-year-old) New Zealand children participated in one-hour focus groups where they completed scales to measure their sustainable consumption attitudes two major environmental values, behaviours The middle school environmental literacy survey and knowledge and participated in discussions to evaluate the SCP knowledge intervention content and questions developed.

A qualitative analysis of group discussion was used to test the understandability, perceived usefulness and level of difficulty of the intervention booklet to inform its further development. The results show children’s (prior) knowledge score was highly correlated with their attitudes, and attitudes were highly correlated with both intention and behaviour scores. The paired t tests demonstrated significant differences in the pre- and post-intervention knowledge scores.

The measures and intervention content piloted in this study fill an important gap in existing literature, addressing the lack of appropriate measures and resources to encourage and enhance children’s important role in contributing to a sustainable consumption future.

The development of a measurable intervention will enable the establishment of a platform for the continued and participatory development of sustainable consumption and production resources for children.

Despite advances in Environmental and Sustainability Education (ESE) scholarship and practice, ESE has not yet contributed to mitigate the sustainability-related problems it is meant to remedy. As part of an explanation, some scholars have argued that current ESE scholarship and practice overemphasizes intellectual and neglects (intra-)personal competencies as envisaged learning outcomes of ESE learning programs and activities. To date, however, such personal competencies have not been systematically specified in terms of the challenges they are meant to respond to. This paper aims to derive personal competencies from an analysis of inner challenges individuals face when engaging with the cause of sustainable consumption.

The study is conceptual and proceeds in two steps: In the first step, it analyzes existing research on challenges individuals experience when intending to change their consumer behavior and engaging in consumption-related learning activities. In a second step, a set of personal competencies for sustainable consumption are derived from the analysis of challenges. Based on the set of competencies, suggestions for future research empirically corroborating the reflections of this paper are made.

The discussion of challenges indicates that both sustainable consumption and consumption-related learning activities can come along with a series of affective-motivational challenges. In contrast to established competency frameworks, personal competencies emphasize the importance of affective-motivational learning outcomes instead of intellectual ones. They are defined here as abilities, proficiencies or skills related to inner states and processes that can be considered necessary to engage with the cause of sustainability. Personal competencies responding to the inner challenges of engaging with sustainable consumption include ethics, self-awareness, emotional resilience, self-care, access to and cultivation of ethical qualities and mindsets for sustainability.

Given that this paper is conceptual, further research is needed to empirically inquire into the importance of personal competencies for sustainable consumption and corroborate the provided reflections. Furthermore, the study has not responded to some of the concerns a few ESE experts have expressed concerning the concept of (intra-)personal competencies more generally. To address these concerns, future research should be dedicated to empirically validating and operationalizing personal competencies, eventually leading to tools allowing for a systematic assessment of these competencies. Based on such assessment tools, pedagogical formats should be elaborated and evaluated with regard to their potential to stimulate personal sustainability competencies.

The concept of personal competencies explicitly acknowledges that current unsustainability is associated with the experience of inner, affective-motivational challenges. ESE learning programs and activities should prepare learners for these challenges. However, a specification of these inner challenges and corresponding personal competencies has not yet been undertaken. The set of personal competencies outlined in this paper can serve as a first starting point for specifying personal sustainability competencies and makes a case why their consideration is important when it comes to designing and evaluating ESE learning programs and activities.

This paper aims to explore the relationship between introspection and key competencies for sustainable consumption (KCSCs). It investigates whether mindfulness training can cultivate the ability to introspect and stimulate the development of KCSCs.

Two independent studies were analyzed. Data were retrieved from interviews with participants of a consumer-focused mindfulness training (Study 1, 11 participants), as well as from diaries of students attending a university seminar with mindfulness training (Study 2, 13 students), and made subject to qualitative content analysis.

Both studies show a clear intersection between both constructs and suggest that mindfulness training can contribute to the development of KCSCs and learners’ ability to introspect. The studies also demonstrated that introspection is not equally related to all competencies and that KCSCs must not be reduced to introspection.

Both KCSCs and introspection are complex and latent constructs and hence challenging to observe. The research understands itself as a first exploratory approach for empirically investigating this complex relation.

While increasing (self-)reflectivity is at the core of competence-based education, a systematic engagement with the practice of introspection as a means to enhancing reflectivity is surprisingly lacking. Mindfulness training could be a promising way to cultivate introspective abilities and thus facilitate learning processes that are conducive to competence development.

The purpose of this paper is to describe and analyse a teaching strategy designed to increase the awareness of trainee teachers and educate them with regard to sustainable consumption.

Ninety-four subjects (trainee teachers) were assessed on their knowledge of the environmental impacts of consumerism, their attitudes to sustainable consumption and their behavioural intentions before (pre-test) and after (post-test) the teaching intervention took place.

Statistical analysis of the results obtained revealed that subjects increased their knowledge of the social and environmental impacts of consumerism, became more aware of the need to take action in this regard, and developed behaviours oriented towards a sustainable model of consumption.

The proper application of an educational strategy of this nature requires more time than that actually assigned to the teaching intervention itself. This obstacle was overcome by using the time envisaged by the European Space for Higher Education, but the outcome could not be monitored.

A reduction of individual and collective consumption in universities.

The study demonstrates the possibilities of an educational strategy that when applied to trainee teachers in higher education promotes sustainable consumption.

This study aims to identify and analyze research that promotes sustainable consumption among university students, understand what areas of consumption were addressed, how consumption was intended to become more sustainable and what results were reported.

A systematic literature review was conducted using the Scopus and Web of Science databases and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses methodology. Main criteria for inclusion were focus on changing the consumption behavior of university students, not just diagnosing them, and that students were directly involved in the efforts.

A total of 1,619 articles were extracted, and 34 were included in the study. These selected investigations conducted between 2012 and 2022 focused on areas of consumption such as food, plastic waste, fashion, energy and water. Sustainable consumption was promoted through training programs ranging from one-hour seminars to full-semester courses, marketing and communication campaigns and direct experimentation and interventions. Most articles reported positive results.

This study is limited to research carried out to reduce current consumption by university students; it does not include research aimed at improving students’ professional skills for promoting sustainable consumption.

This study compiles previous research on reducing consumption by university students in a structured manner according to the consumption area, applied strategy and the results obtained.

This research is unique and will serve as a source of inspiration and consultation for academics and university managers concerned about human consumption. It presents successful projects and strategies that can be implemented in their own universities to make their students’ consumption more sustainable.

The purpose of this paper is to investigate how sustainability integrates the business strategy of Brazilian community supported agriculture (CSA) initiatives, and to understand the social, environmental and economic benefits to producers and consumers.

A case study was carried out through participant observation, using the techniques of ethnography, in addition to in-depth interviews and access to secondary data. Follow-up was carried out over two years and six months with two CSA initiatives.

The results indicated that the analyzed CSA activities address, in an integrated way, the social, environmental and economic dimensions of sustainability by promoting healthy diet, sustainable agriculture and social transformation to producers and consumers. Producers have their sales guaranteed due to previous consumers’ association; they also receive higher incomes, avoiding the rural exodus. In addition, their work conditions do not harm their health and the diversified production meets the consumption of their family group, increasing farmers’ autonomy. Regarding consumers, there is a strong emphasis on education for sustainability. It occurs primarily through face-to-face contact among participants, at times of basket withdrawal, follow-up visits to production and interaction events at farmers’ place. Exchanges of information, recipes, cooking classes, newsletters and internet interactions are also important. As these outputs, verified in a real situation, integrate the mission and the business proposal of these CSAs initiatives, it is possible to conclude that, in these analyzed situations, sustainability is incorporated into a business strategy. Sustainability is a structural component of the strategy, with practices in different levels of the business activity.

As an exploratory study, the findings cannot be extrapolated to broader populations. To improve generalization, it would be beneficial to broaden the sample and pursue comparative research between countries and regions. Also, studies should examine which incentive structures and programs would relate more to better outcomes in education for sustainability and behavior chances.

From a managerial point of view, this study contributes by presenting emerging businesses in Brazil, which incorporated sustainability in their strategy, contributing with the need pointed out by Robinson (2004) to provide innovative and creative solutions toward sustainability. It also presents some alternatives to achieve objectives of the 2030 Agenda, especially objective 2 (related to food security) and 12 (improve sustainable production and consumption systems). This study also contributes by elucidating alternatives to promote education for sustainable consumption, presenting cases where consumers reported a more sustainable behavior.

This study contributes to the literature by filling the gap pointed out by Arzu and Erkan (2010), Nakamba, Chan and Sharmina (2017), Rossi et al. (2017) and Searcy (2016) about addressing all three dimensions of sustainability in an integrated way, by analyzing CSA initiatives (a need indicated by Brown and Miller, 2008), especially evaluating empirical cases of sustainability insertion in the business strategy, as proposed by Claro, Claro and Amâncio (2008) and Franceschelli, Santoro and Candelo (2018). This study also responded to the need pointed out by Benites Lázaro and Gremaud (2016) to further understand the insertion of sustainability in the context of Latin America.