Is subjective knowledge the key to fostering Sustainable behavior? Mixed evidence from an education intervention in Mexico.
Educational interventions are a promising way to shift individual behaviorstowards Sustainability. Yet as this research confirms, the standard fare ofeducation, declarative knowledge, does not work. This study statisticallyanalyzes the impact of an intervention designed and implemented in Mexicousing the *Educating for Sustainability (EfS) *framework which focuses onimparting procedural and subjective knowledge about waste throughinnovative pedagogy. Using data from three different rounds of surveys wewere able to confirm 1) the importance of subjective and proceduralknowledge for Sustainable behavior in a new context, 2) the effectivenessof the *EfS* framework and 3) the importance of *changing* subjectiveknowledge for changing behavior. Yet, while the impact was significant inthe short term, one year later most if not all of those gains hadevaporated. Interventions targeted at subjective knowledge will work, butmore research is needed on how to make behavior change for Sustainabilitydurable.