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Shedding Light on Realized Sustainable Consumption Behavior and Perceived Barriers of Young Adults for Creating Stimulating Teaching–Learning Situations

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  • Christine Kreuzer

    (Institute for Human Resource Education and Management, Munich School of Management, Ludwig-Maximilians University Munich, 80539 Munich, Germany)

  • Susanne Weber

    (Institute for Human Resource Education and Management, Munich School of Management, Ludwig-Maximilians University Munich, 80539 Munich, Germany)

  • Mona Off

    (Institute for Human Resource Education and Management, Munich School of Management, Ludwig-Maximilians University Munich, 80539 Munich, Germany)

  • Tobias Hackenberg

    (Institute for Human Resource Education and Management, Munich School of Management, Ludwig-Maximilians University Munich, 80539 Munich, Germany)

  • Chiara Birk

    (Institute for Human Resource Education and Management, Munich School of Management, Ludwig-Maximilians University Munich, 80539 Munich, Germany)

Abstract

Sustainable consumption behavior has a central impact on climate balance. Research on sustainable consumption behavior of young adults is still in its infancy. To boost sustainable consumption behavior for young adults in vocational education training, it is necessary to reveal insights on their behavior during their sustainable consumption processes and in its barriers. To get insights of young adults’ sustainable consumption intention, we used a questionnaire ( N = 60). To identify young adults’ consumption behavior as well as the perceived barriers, we also conducted a semi-structured interview ( N = 14). Results show that young adults primarily consider the acquisition and bear less in mind the phases of use and disposal during their realized sustainable consumption behavior. The main barriers identified are high price, lack of information, as well as knowledge and abilities. They do not want to spend time for housekeeping and are not ready to disclaim from fashion or habits. Based on that, stimulating teaching–learning situations can be constructed to broaden the view on all consumption phases. Strategies of already realized behavior can be assured.

Suggested Citation

  • Christine Kreuzer & Susanne Weber & Mona Off & Tobias Hackenberg & Chiara Birk, 2019. "Shedding Light on Realized Sustainable Consumption Behavior and Perceived Barriers of Young Adults for Creating Stimulating Teaching–Learning Situations," Sustainability, MDPI, vol. 11(9), pages 1-18, May.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:9:p:2587-:d:228390
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    References listed on IDEAS

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    1. Chunting Liu & Guozhu Jia & Jili Kong, 2020. "Requirement-Oriented Engineering Characteristic Identification for a Sustainable Product–Service System: A Multi-Method Approach," Sustainability, MDPI, vol. 12(21), pages 1-20, October.
    2. Mercedes Varela-Losada & Azucena Arias-Correa & Uxío Pérez-Rodríguez & Pedro Vega-Marcote, 2019. "How Can Teachers Be Encouraged to Commit to Sustainability? Evaluation of a Teacher-Training Experience in Spain," Sustainability, MDPI, vol. 11(16), pages 1-12, August.
    3. F. Ziesemer & A. Hüttel & I. Balderjahn, 2021. "Young People as Drivers or Inhibitors of the Sustainability Movement: The Case of Anti-Consumption," Journal of Consumer Policy, Springer, vol. 44(3), pages 427-453, September.
    4. Jūratė Banytė & Laura Šalčiuvienė & Aistė Dovalienė & Žaneta Piligrimienė & Włodzimierz Sroka, 2020. "Sustainable Consumption Behavior at Home and in the Workplace: Avenues for Innovative Solutions," Sustainability, MDPI, vol. 12(16), pages 1-24, August.

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