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This paper aims to present an interpretive case study in education for sustainability (EfS) that applies VanWynsberghe and Herman’s (2015, 2016) adaptive education as pedagogy. Dewey’s theory of behaviour change is applied to educative experiences based on habit disruption and real-world learning, leading to creativity in the formation of new habits. The programme presented inverts dominant conceptions of knowledge to design innovative sustainability pedagogy. Instead knowledge resides alongside experience, cases, intuition, advice, experimentation and dialogue in the individual and collective effort to address daily sustainability challenges.

The paper reports on the outcomes of an interpretive case study (Merriam, 1998) of a higher education programme in sustainability pedagogy. It presents a series of reflections by instructors and participants in discussing the programme’s relationship with the core themes of habit, disruption, creative action and dialogue framed within the five features of adaptive education: stakeholders, real-world learning, off campus, transdisciplinarity and non-traditional rewards.

Through this examination, the authors found that adaptive education offered a pedagogy that simultaneously addressed the need for increased sustainability knowledge, whilst inverting its dominance. As a long-term project, the extent of the programme’s impact will be evident beyond the programme’s completion.

This interpretive case study is analysed through high-level conceptual and theoretical aspects of the pedagogy rather than the particularities of the case. By putting the centrality of knowledge into question, the authors are advocating for a more experimental role for higher education in its teaching and learning. These questions are broadly applicable.

There are research, learning and social benefits to this programme. Adaptive education builds capacity for future leaders and educators of sustainability.

The paper concludes with a discussion for further theorizing and research on adaptive education and EfS in higher education. This research will contribute to broader discussions of the evolving role of education in sustainability.

The purpose of this paper is to discover Spanish history students' subjective perception of their information literacy (IL) status in order to find and suggest some academic and individual improvement actions.

The implementation of the IL‐HUMASS survey provides diagnostic data on two IL quantitative dimensions (belief in importance and skills self‐assessment) and a third qualitative dimension (learning habits) deployed along 26 variables, which are grouped into four categories (search, evaluation, processing, and communication‐dissemination of information).

The analysis confirms that variables related to information processing (above all schematising and abstracting information) show high scores of belief in importance and skills self‐assessment among students. By contrast, variables related to technological advances (above all the use of bibliographic reference managers) show the worst results. In sum, there is a lack of subjective digital literacy in a set of skills related to the technologies of search, processing and communication of information. Among the less valued skills, independent learning reaches an excessive priority. However, this is really just an isolated learning.

The help of classrooms and libraries as learning tools would improve these results. Policy makers and instructors need to improve their role in the learning process by means of more extensive planning processes and the promotion of specific courses, above all on skills related to the technologies of information search, processing and communication. The concept of independent learning needs to be clarified and enhanced.

This is a pioneering study that approaches IL from a triple perspective.

While research has shown reflection is a valuable part of individual learning, developing reflection habits has remained notoriously difficult, particularly for working adults. We explore whether an intervention of being able to review previous reflections will affect employee engagement in future reflection activities and raise their awareness of learning opportunities at work.

We conducted a large-scale field experiment, including 136 employees from an international bank in Europe, in which participants were asked to reflect twice a week for eight weeks. Participants were randomly assigned to either a group that was given access to their previous reflections, or a group that was not.

We found that individuals who were able to see their previous reflections wrote significantly more subsequent reflections than the other group. In addition, those who could see their previous reflections used more words related to learning and cognition.

Often employees may feel they are only learning when they attend formal trainings. However, this paper provides concrete guidance for how human resources management (HRM) managers can boost employees’ informal learning and awareness of the learning opportunities inherent in challenging work.

This study furthers research on using HRM interventions to facilitate informal learning activities, in particular, methods to motivate systematic reflections and raising awareness of learning opportunities. Our findings suggest that developing habits of reflection and improving awareness of learning opportunities encompasses more than simply writing reflections, but should include processing previous writings.

Creative performance relies on the capability of developing and presenting an original concept or idea, and the collaborative production of creative content which enhances feeling of connection with others and formation of strong community. The purpose of this paper is to apply the theory of work performance containing four dimensions (capacity, opportunities, willingness, and performance) to investigate how the capabilities of social network sites enhance user creative performance through collective social capital and information capital (opportunities) for and individual habit of use (willingness) of the user to engage in social learning process.

Many measurement items are adapted from the literature, except those measuring the constructs of social media capabilities (i.e. transmission velocity (TV), parallelism, symbol sets, rehearsability, and reprocessability) and user creative performance. The study uses survey method to collect data from social media network (SMN) users in Taiwan. Facebook is chosen as the source because it is the most prevalent and sophisticated social media platform that provides a home for users to interact and communicate. Structural equation modeling with partial least square is used to analyze the usable data collected from 533 Facebook users.

The results show that the constructs are significantly and positively correlated, meaning that social media capabilities enable social capital, information capital, and habit of use to improve user creative performance in SMNs. Three out of five social media capabilities (i.e. TV, parallelism, and rehearsability) are identified as the key enablers.

Because of the sampled surveyed subjects and the single research method, there are some limitations in this study. The research results may lack generalizability that should be taken into account when they are interpreted. The authors encourage researchers to test the proposed theoretical model further with additional subjects, variables, and linkages.

The findings of this research shed light for managers of SMN platforms on how to manage the platforms more effectively. A healthy SMN platform must implement at least these three media capabilities: the functions of news feed (i.e. TV), chat (i.e. parallelism), edit (i.e. rehearsability), in order to sustain its service.

This study confirmed that user creative performance can be increased in various ways through social capital, information capital, and habit of use. Company management should use SMNs (e.g. Facebook or Twitter) to enable employees to interact and exchange ideas and promote “coopetition” among employees across the company. If the organizational culture supports free expression of ideas and sharing of opinions, the development and robustness of group creativity can be enhanced, leading to higher competitive advantage for a company against its competitors.

Past studies related to individual creativity have mostly discussed it as a personality trait or talent; yet, personality trait or talent is implicit until it is shown by one’s behavior. Thus, for the collective performance of user creativity on SMNs, the authors elicit individual creativity through the creative performance manifested by user behavior. Furthermore, the authors confirm that social capital, information capital, and habit of use are the critical antecedents of user creative performance, and that the five social media capabilities are the enablers of social capital, information capital, and habit of use on SMNs.

This study aims to examine the factors affecting behavioural intention to use E-learning during the COVID-19 pandemic. The study applies the unified theory of acceptance and use of technology 2 (UTAUT2) to identify the factors that predict intention to use E-learning. Also, the study examines the effect of personal innovativeness in information technology and perceived financial cost on intention to use E-learning.

The study adopted a cross-sectional quantitative study design involving 617 university students. The data was collected through an online survey due to the COVID-19 restrictions. The proposed hypotheses were analysed using partial least squares structural equation modelling.

The study found that personal innovativeness in information technology, perceived financial cost, performance expectancy, hedonic motivation and social influence have a significant effect on the intention to use E-learning. Contrary to expectation, habits, effort expectancy and facilitating conditions did not predict intention to use E-learning.

The study was conducted on university students and did not include other school-going students and working professionals. Also, the study sample was not drawn from many universities. The study used a quantitative approach. The use of a mixed-methods approach could provide deeper insights into the factors affecting the intention to use E-learning in developing countries.

The practical implications inform policymakers and educational institutions on how E-learning adoption can be enhanced. In this context, social influence, performance expectancy, hedonic motivation, personal innovativeness and perceived financial cost are identified as predictors of intention to use E-learning. This study has implications for the development of E-learning systems and the promotion of the use of E-learning in the context of developing countries.

The study is amongst the few studies from a developing economy to use the UTAUT2 model to examine students’ intention to use E-learning. The study proposes the inclusion of personal innovativeness in information technology and perceived financial cost as factors predicting intention to use E-learning. Again, the study adopts importance-performance matrix analysis to provide decisional areas where management may improve for successful E-learning acceptance and use.

In our previous paper we developed a taxonomy of managerial skills and qualities; reported a modest research study giving some evidence for the validity of the taxonomy; and presented some further empirical evidence about the sources from which the managers we have investigated acquired these skills and qualities.

Considering personality as changeable through a bottom-up process of altering states, habits and traits, constitutes a shift in the predominant paradigm within personality psychology. The purpose of this paper is to reconsider Bateson’s theory of learning and organizational triple-loop learning in light of this recent empirical evidence.

This paper uses a multi-disciplinary conceptual approach. Based on an integrative analysis of literature from recent work in personality psychology, four dimensions (process, content, time and context) are identified that allow linking personality change and triple-loop learning.

Identifying a bottom-up process of changing states, habits and traits as being central to change personality, allows for reconsidering Bateson’s theory of learning as a theory of personality development (Learning II) and personality change (Learning III). Functionally equivalent, organizational triple-loop learning is conceptualized as a change in an organization’s identity over time that may be facilitated through a change in responding to events and a change in the organization’s routines.

Interventions that change how organizations respond to events and that change the routines within an organization may be suitable to facilitate triple-loop learning in terms of changing organizational identity over time.

This paper contributes to the discussion on Bateson’s theory of learning and organizational triple-loop learning. As interest in personality change grows in organization studies, this paper aims to transfer these findings to organizational learning.

The purpose of this paper is to explore how members of an online alcohol reduction community learn, construct and engage in alcohol reduction consumption consistencies.

Blog data from 15 individuals participating in the online community of Hello Sunday Morning were collected and analysed. Informants also participated in a series of in-depth interviews to gain a self-reflective perspective of alcohol reduction action, activities and interactions.

The findings indicate learning of new alcohol reduction consumption consistencies occurs through three modes or learning infrastructures: engagement, imagination and alignment, enabling a collective sense of connection in the creation of new alcohol-related rituals and traditions, competency of practices and transmission of values and norms beyond the community.

The results underscore the need for social marketers to recognise learning of alcohol reduction behaviour is continually negotiated and dynamically engendered through socially reproduced conditions, responses and relationships.

This study contributes to the transformational potential of social marketing situating behaviour change as a social interaction between actors within a dynamic market system.