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Can Adult Education Boost Sustainability Transitions? Some Evidence from Farmers and Teachers

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  • Chrysanthi Charatsari

    (Department of Agricultural Economics, School of Agriculture, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece
    School of Humanities, Hellenic Open University, 26335 Patras, Greece)

  • Iosif Fragkoulis

    (School of Humanities, Hellenic Open University, 26335 Patras, Greece
    School of Pedagogical and Technological Education (ASPAITE), 15122 Athens, Greece)

  • Evaggelos Anagnou

    (School of Humanities, Hellenic Open University, 26335 Patras, Greece)

  • Evagelos D. Lioutas

    (Department of Supply Chain Management, International Hellenic University, 60100 Katerini, Greece
    School of Social Sciences, Hellenic Open University, 26335 Patras, Greece)

Abstract

Sustainability transitions are long-term processes that involve interactions among societal groups and promote co-evolutionary socio-technical transformations aimed at addressing crucial sustainability challenges. Although the focus of relevant work is often on groups, sustainability transitions also require personal transformations. Can adult education be a vehicle for promoting such transformations? In the present study, we attempted to answer this question by examining whether participation in sustainability-related adult education programs (AEPs) leads to the development of sustainability awareness, formation of sustainability-related values, construction of sustainability empathy, and initiation of pro-sustainability action among individuals. Following a quantitative research design and drawing upon data from farmers and teachers, we compared attendees and non-attendees of AEPs on the above-mentioned constructs. The analysis revealed that attendees scored significantly higher than non-attendees in awareness, values, empathy, and action. A series of hierarchical regressions confirmed the association between participation and the outcome variables, also showing no effects of demographic factors on the models. These results underscore the potential contribution of sustainability-related adult education to individual transformation, thus suggesting that targeted adult education interventions can facilitate sustainability transitions.

Suggested Citation

  • Chrysanthi Charatsari & Iosif Fragkoulis & Evaggelos Anagnou & Evagelos D. Lioutas, 2022. "Can Adult Education Boost Sustainability Transitions? Some Evidence from Farmers and Teachers," Sustainability, MDPI, vol. 14(16), pages 1-13, August.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:16:p:9859-:d:884529
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