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From Attitude Change to Behaviour Change: Institutional Mediators of Education for Sustainable Development Effectiveness

Author

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  • Ismael Velasco

    (Department of Environmental Science and Engineering, Fudan University, Shanghai 200433, China
    Values and Sustainability Research Group, University of Brighton, Cockcroft Building, Lewes Road, Brighton BN2 4GJ, UK
    Adora Foundation, Bristol BS5 8DA, UK)

  • Marie K Harder

    (Department of Environmental Science and Engineering, Fudan University, Shanghai 200433, China
    Values and Sustainability Research Group, University of Brighton, Cockcroft Building, Lewes Road, Brighton BN2 4GJ, UK)

Abstract

In this paper, we explore the way in which institutional contexts mediate values-focused behaviour change, with potential design implications. We use concepts taken from training research, where “learning transfer” refers to the translation into practice of the learning acquired during training: it is considered necessary to generalize it for the job context and for it to be maintained over a period of time on the job. In this paper, we analyse the example of one education for sustainable development (ESD) intervention that is already established as pedagogically effective when it is deployed in diverse institutional environments worldwide—the Youth as Agents of Behaviour Change program of the International Federation of Red Cross and Red Crescent Societies (IFRC). This allows an opportunity to consider variations in learning transfer due to distinctive moderating institutional features, which can now be understood in terms of varying transfer climates, levels of leadership support and opportunities to practice. Additional barriers of tokenistic consultation, lack of role clarity and perverse effects of increased distance between trainees and their colleagues on return were also seen. ESD programs intending to bridge the values-action gap could benefit from not focusing only on the training content, but pre-planning organisational support for returning trainees and including in the training ways for them to assess and plan to overcome such difficulties.

Suggested Citation

  • Ismael Velasco & Marie K Harder, 2014. "From Attitude Change to Behaviour Change: Institutional Mediators of Education for Sustainable Development Effectiveness," Sustainability, MDPI, vol. 6(10), pages 1-23, September.
    • Handle: RePEc:gam:jsusta:v:6:y:2014:i:10:p:6553-6575:d:40742
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    References listed on IDEAS

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    1. Gemma Burford & Elona Hoover & Ismael Velasco & Svatava Janoušková & Alicia Jimenez & Georgia Piggot & Dimity Podger & Marie K. Harder, 2013. "Bringing the “Missing Pillar” into Sustainable Development Goals: Towards Intersubjective Values-Based Indicators," Sustainability, MDPI, vol. 5(7), pages 1-25, July.
    2. A. A. Huczynski & J. W. Lewis, 1980. "An Empirical Study Into The Learning Transfer Process In Management Training," Journal of Management Studies, Wiley Blackwell, vol. 17(2), pages 227-240, May.
    3. Beate Littig & Erich Griessler, 2005. "Social sustainability: a catchword between political pragmatism and social theory," International Journal of Sustainable Development, Inderscience Enterprises Ltd, vol. 8(1/2), pages 65-79.
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    Cited by:

    1. Unay-Gailhard, İlkay & Bojnec, Štefan, 2016. "Sustainable participation behaviour in agri-environmental measures," EconStor Open Access Articles and Book Chapters, ZBW - Leibniz Information Centre for Economics, vol. 138, pages 47-58.

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