Transforming Consumer Behavior: Introducing Self-Inquiry-Based and Self-Experience-Based Learning for Building Personal Competencies for Sustainable Consumption

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

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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 ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

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@article{e4262fde6e7340439ca3deb31245e264,
title = "Transforming Consumer Behavior: Introducing Self-Inquiry-Based and Self-Experience-Based Learning for Building Personal Competencies for Sustainable Consumption",
abstract = "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 L{\"u}neburg, 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.",
keywords = "Sustainability education, personal competencies, sustainable consumption, scholarship of teaching of learning, self-inquiry-based learning, self-experience-based learning",
author = "Pascal Frank and Laura Stanszus",
note = "Publisher Copyright: {\textcopyright} 2019 by the authors.",
year = "2019",
month = may,
day = "2",
doi = "10.3390/su11092550",
language = "English",
volume = "11",
journal = "Sustainability",
issn = "2071-1050",
publisher = "MDPI AG",
number = "9",

}

RIS

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 -

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