Transforming Consumer Behavior: Introducing Self-Inquiry-Based and Self-Experience-Based Learning for Building Personal Competencies for Sustainable Consumption
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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Transforming Consumer Behavior : Introducing Self-Inquiry-Based and Self-Experience-Based Learning for Building Personal Competencies for Sustainable Consumption. / Frank, Pascal; Stanszus, Laura.
in: Sustainability, Jahrgang 11, Nr. 9, 2550, 02.05.2019.Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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TY - JOUR
T1 - Transforming Consumer Behavior
T2 - Introducing Self-Inquiry-Based and Self-Experience-Based Learning for Building Personal Competencies for Sustainable Consumption
AU - Frank, Pascal
AU - Stanszus, Laura
N1 - Publisher Copyright: © 2019 by the authors.
PY - 2019/5/2
Y1 - 2019/5/2
N2 - Despite growing educational efforts in various areas of society and albeit expanding knowledge on the background and consequences of consumption, little has changed about individual consumer behavior and its detrimental impact. Against this backdrop, some scholars called for a stronger focus on personal competencies, especially affective–motivational ones to foster more sustainable consumption. Such competencies, however, are rarely addressed within the context of education for sustainable consumption. Responding to this gap, we suggest two new learning formats that allow students to systematically acquire affective–motivational competencies: self-inquiry-based learning (SIBL) and self-experience-based learning (SEBL). We developed these approaches at Leuphana University Lüneburg, Germany, since 2016, and applied them within the framework of two seminars called Personal Approaches to Sustainable Consumption. Conducting scholarship of teaching and learning, we investigated the potential of SIBL and SEBL for cultivating personal competencies for sustainable development in general and sustainable consumption in particular. Our results indicate that SIBL and SEBL are promising approaches for this purpose.
AB - Despite growing educational efforts in various areas of society and albeit expanding knowledge on the background and consequences of consumption, little has changed about individual consumer behavior and its detrimental impact. Against this backdrop, some scholars called for a stronger focus on personal competencies, especially affective–motivational ones to foster more sustainable consumption. Such competencies, however, are rarely addressed within the context of education for sustainable consumption. Responding to this gap, we suggest two new learning formats that allow students to systematically acquire affective–motivational competencies: self-inquiry-based learning (SIBL) and self-experience-based learning (SEBL). We developed these approaches at Leuphana University Lüneburg, Germany, since 2016, and applied them within the framework of two seminars called Personal Approaches to Sustainable Consumption. Conducting scholarship of teaching and learning, we investigated the potential of SIBL and SEBL for cultivating personal competencies for sustainable development in general and sustainable consumption in particular. Our results indicate that SIBL and SEBL are promising approaches for this purpose.
KW - Sustainability education
KW - personal competencies
KW - sustainable consumption
KW - scholarship of teaching of learning
KW - self-inquiry-based learning
KW - self-experience-based learning
UR - http://www.scopus.com/inward/record.url?scp=85066949111&partnerID=8YFLogxK
U2 - 10.3390/su11092550
DO - 10.3390/su11092550
M3 - Journal articles
VL - 11
JO - Sustainability
JF - Sustainability
SN - 2071-1050
IS - 9
M1 - 2550
ER -