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Sustainability Learning in Education for Sustainable Development for 2030: An Observational Study Regarding Environmental Psychology and Responsible Behavior through Rural Community Travel

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  • Fang-Hua Chen

    (Program in Tourism and Hospitality Section, Business Intelligence School, National Kaohsiung University of Science and Technology, Kaohsiung City 807, Taiwan
    Department of Tourism, Meiho University, Pingtung City 912, Taiwan)

  • Chang-Ching Tsai

    (Department of Tourism Management, National Kaohsiung University of Science and Technology, Kaohsiung City 807, Taiwan)

  • Pei-Yin Chung

    (Department of Nursing, Meiho University, Pingtung City 912, Taiwan)

  • Wei-Shuo Lo

    (Department of Tourism, Meiho University, Pingtung City 912, Taiwan)

Abstract

This study explores how rural community travel can be an eco-innovation approach to enhance education for sustainable development (ESD) for 2030. The goal of ESD is to enable all-age learners to meet the Sustainable Development Goal 4 (SDG 4); therefore, effective education related to sustainability with respect to the local cultural context has become an urgent issue. Sustainability is not a specific problem, but concerns all living stakeholders, what they think, and how they work for sustainable community development. However, the intrinsic mechanism regarding the psychological process of outside responsible behavior change is still ignored. Therefore, we conducted a case study, wherein we selected a local cocoa cultural industry festival in southern Taiwan to understand the role of sustainability learning to explain this mechanism. The findings revealed that, in general, sustainability learning is a complex and reflexive process interlinked with different learners (stakeholders); it combines individual psychology and behavior, e.g., in positive psychology, learners care about the low-carbon services provided to tourists, and in negative psychology, they care more about finances. Notably, positive psychology affects responsible behavior, thus, promoting the preservation of the living environment. Additionally, we deduced that ESD can be enhanced by involving human senses and positive psychology.

Suggested Citation

  • Fang-Hua Chen & Chang-Ching Tsai & Pei-Yin Chung & Wei-Shuo Lo, 2022. "Sustainability Learning in Education for Sustainable Development for 2030: An Observational Study Regarding Environmental Psychology and Responsible Behavior through Rural Community Travel," Sustainability, MDPI, vol. 14(5), pages 1-17, February.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:5:p:2779-:d:759732
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    References listed on IDEAS

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    1. Savas Pamuk & Rıdvan Elmas & Yakup Saban, 2022. "A Modeling Study on Science Teachers’ Sustainable Development Knowledge, Attitudes and Practices," Sustainability, MDPI, vol. 14(16), pages 1-14, August.
    2. Zhicheng Zeng & Wenjun Zhong & Shumaila Naz, 2023. "Can Environmental Knowledge and Risk Perception Make a Difference? The Role of Environmental Concern and Pro-Environmental Behavior in Fostering Sustainable Consumption Behavior," Sustainability, MDPI, vol. 15(6), pages 1-23, March.
    3. Po-Yuan Su & Peng-Wei Hsiao & Kuo-Kuang Fan, 2023. "Investigating the Relationship between Users’ Behavioral Intentions and Learning Effects of VR System for Sustainable Tourism Development," Sustainability, MDPI, vol. 15(9), pages 1-27, April.

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