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The paper's aim is to investigate environmentally conscious behaviour among young individuals in Australia with special attention given to their climate change risk perceptions.

In total, 20 in‐depth interviews were employed in this qualitative investigation. The informants of the investigation are young individuals (aged between 19‐25 years) in a major city in Australia. Twenty semi‐structured, in‐depth interviews ranging from 1.5‐3 hours were conducted. Purposive and snowball sampling techniques were used to ensure informant diversity and access to “information rich” cases of youth engaged in environmental groups, activism and environmental behaviour.

Four thematic categories were derived. They are: unperceived adverse effects of climate change, disassociation between adverse effects of climate change and environmentally conscious behaviour, challenges to the dominant economic model and, redefined environmental paradigm

Based on the implications of the findings, several recommendations for communicating climate change remedial actions and encouraging environmentally conscious behaviour among young individuals are made.

The study contributes toward enhancing the understanding of climate change risk perceptions and environmentally conscious behaviour among young environmentalists in Australia where studies on young consumers are scarce. Findings of the study are useful in gaining young individuals' support for the successful implementations of climate change remedial actions.

The purpose of this paper is to explore the effectiveness and pedagogical implications of integrating wikis into the curriculum and the subsequent learning outcomes of a group of Net‐Gens who enrolled in an International Marketing course. The research problem of the study is: “What are the learning outcomes and pedagogical implications arising from the use of wikis?”

A qualitative research methodology supported by the NVivo data analysis software was employed. A triangulated approach to collecting data was used. First, the content of the three student‐generated wikis and the written text of 30 student assignments were analysed by using Nvivo software to identify emerging themes pertaining to wiki‐based learning outcomes. Second, a critical incident method was employed where students were asked to describe two positive experiences and two negative experiences related to the wiki pedagogy. Third, in‐depth interviews were conducted with six members of the teaching panel of the course to further understand the pedagogical implications of wikis.

Consistent with previous studies, it was found that wikis promoted collaborative learning, organic discussions and independent thinking. Against previous studies, however, it was found that students adapted to wiki‐based pedagogy very well, and with little difficulty. There were differential levels of student engagement in wikis, and that occasionally wikis resulted in stagnated discussions, unless clearly aligned to the curriculum.

A well thought‐out alignment of wiki assessments with other learning activities has the potential to engage Net‐Gens. In order to keep students enthusiastically engaged in wiki discussions, it is important to embed wiki‐based activities into other learning activities. Understanding that there is a “spill over” effect from one learning activity to another is important.

The outcomes were especially beneficial to non‐English speaking background (NESB) students who are often inhibited in their responses in typical classroom settings.

While research has focussed on the use and functionality of wikis in curriculum design, there is a paucity of work on their pedagogical implications. This paper look sat the implications of a “wiki‐based pedagogy” which assumes an “emancipatory”, partially‐“constructivist” paradigm of learning, where teachers should be ready to ‘loosen the controls of the conventional teaching‐centred learning environment’.