Pedagogical model for the development of a sustainable lifestyle of a student in a cultural landscape

The article considers the eco-friendly lifestyle of a person in a cultural landscape as a prerequisite for sustainable development of a territory and a practical basis for creating a qualitatively new harmonious interaction between society and natural systems. The goal of the article is to theoretically substantiate, devise, and test a pedagogical model that would teach students a sustainable lifestyle in a cultural landscape. The methodological basis of the study is the co-evolutionary subjective, activity, transdisciplinary, integral, situational, cultural, ecological, landscape, and environmental approaches, as well as some principles embodying them. Educational modeling and design were the key theoretical methods. The pedagogical model created combines the target, substantive, procedural, technological, productive, and evaluative components. Its practical use in schools proved to be effective regarding the formation of an eco-friendly lifestyle of students in the cultural landscape.

Student Teachers’ Sustainable Behavior

This study contributes to the understanding of student teachers’ sustainable behaviors. (Future) teachers are perceived as models of social learning as they model desirable behavior, attitudes, values, and emotions while living and demonstrating a pro-sustainable lifestyle. Therefore, it is essential to understand which personal variables, aptitudes, and psychological benefits predispose them towards a pro-sustainable lifestyle. This study’s intent was to consider components that can affect sustainable actions such as psychological tendencies (e.g., attitudes, motives, beliefs, values, norms) and consequences (e.g., well-being or happiness) associated with sustainable actions. This study’s main objective was to test the sustainable behavior model on a sample of student teachers. A total of 496 student teachers participated in the study. The results analyzed by SEM indicate that student teachers’ sustainable behavior is directly predicted by their intention to act, which is both positively and significantly influenced by indignation and affinity towards diversity. Additionally, sustainable behaviors slightly (but statistically significantly) predict the self-assessment of happiness. These findings contribute to a better general understanding of sustainable behaviors’ antecedents and repercussion variables, especially within a student teacher population.

Collective Public Commitment: Young People on the Path to a More Sustainable Lifestyle

Society’s development toward more sustainable lifestyles can only succeed if changes are also performed at the individual level. We, therefore investigated whether the participation of teenagers (14–19 years old) in a collective public commitment and accompanying workshop on plastic consumption strengthened their willingness and ability to take action. Previous projects such as the EcoTeam Program served as workshop templates. Over a period of five weeks, the teenagers met once a week for the workshop, an exchange of ideas, and the establishment of weekly goals for their commitment. Semi-structured interviews were carried out to investigate the outcomes directly after the project and three years later. Participants developed a more conscious environmental perception, which led to behavioral changes and the willingness to maintain or improve those changes. Beyond this outcome, most participants functioned as multipliers and ambassadors for a more sustainable lifestyle in their social environment. Even three years after the commitment project, all former participants had maintained their behavioral changes. Collective public commitment could thus be a suitable method for ESD, and a vehicle to support young people on their path to a more sustainable lifestyle.

Implementation and Impacts of Education for Sustainable Development: Experience of Universitas Gadjah Mada

A green physical setting would need green behavior and culture to sustain and function properly. Education is a key component to form a sustainable mindset and lifestyle for society, especially youth. As a university with a vision to be a resilient and healthy campus, Universitas Gadjah Mada has actively involved in providing education for sustainable development. The activities have commenced since 2016 through Integrated Smart and Green Building research group and involve participants from both internal and external audiences. Internal target audiences were primarily freshman UGM students and later extended to include primary and high school students. External audiences were the government and stakeholders from the commercial sector. The program was designed to increase awareness on sustainable development and encourage everyone to take part to achieve its goals. Students were educated on the importance of sustainable lifestyle and expected to practice green behavior in their daily life. For stakeholders, a focus group discussion was organized to start a conversation for the formulation of green building regulation. There were observable immediate changes in cognitive and behavorial domain toward sustainable lifestyle. Sustainable development is a long term vision and it needs participation from everyone. Higher education as a center of knowledge should actively provide society with education to achieve sustainable development.

Eco Valley or New Vraja Dham? Competing Emic Interpretations of the Hungarian Krishna Valley

One of the reasons for the spread of the Western Hare Krishna movement is that it offers several alternatives for the practice of religion: devotees can be full-fledged members of the church in congregations located in complex urban or in simple rural contexts. An example of the latter is Krishna Valley, where approximately 130 Krishna-devotees live austere lives. My paper presents the interpretations of this settlement concentrating on (multiple) internal (emic) views: On the one hand, I will show how the leadership of the church contextualizes and interprets Krishna Valley and how they wish the inhabitants to conceptualize it. On the other hand, I will also show what Krishna Valley means for its ordinary inhabitants and what interpretations those living there attach to it. When I was gathering material for the current paper, Krishna Valley was in flux. The settlement has always favored following a sustainable lifestyle but—due in part to the strengthening of the Hungarian eco-village movement—it was at this time that the conceptualization of Krishna Valley as an eco-village gained momentum. This was the heyday of the Eco Valley Foundation, which was to strengthen the eco-village aspect of the Valley, and in the communication of Krishna Valley the ecological aspect became paramount, drowning out all other interpretations. Not all inhabitants of the village welcomed this change and in response some began to emphasize the interpretation of Krishna Valley as a sacred place. In the current paper, I will present these two processes and the relationship between them through the lens of the interpretations of the members of the community.

Individual-level characteristics of environmental sustainability among students in a higher education institution: the role of happiness and academic performance

Purpose Students play an unequivocal role in sustainable universities as they are theorized to embody the mission of a sustainable university through a sustainable lifestyle and spread sustainability practices during their professional careers. Despite this, it is not well known how or why students come to embody a sustainable lifestyle. This study aims to better understand the relationship between happiness, academic achievement and sustainability behaviors among the student population in a Mexican higher education institution. Design/methodology/approach In a questionnaire study, engineering and psychology university students at a large public university in northwestern Mexico answered questions regarding their environmental sustainability behaviors, happiness and academic performance. A stratified random sampling technique was used to obtain the sample population that best represents the entire population. After chi-square tests, it was confirmed that the three variables were independent of one another. Therefore, a series of correspondence analyses were conducted to examine clusters or patterns that could indicate relationships among the three variables. Findings The main finding from this work was that the happiest and most academically astute participants were only slightly environmentally sustainable or not sustainable at all. The lack of environmental sustainability in students from one of the most top-rank sustainable universities in Mexico does not align with previous sustainability reports. External factors to the university, such as cultural values and extreme weather conditions, may have influenced students’ sustainability behaviors. Research limitations/implications As with any other questionnaire study, the provided data is subject to interpretation, judgment and bias. In addition, the environmental and happiness index used in this study are not free of criticizing, and some author had disputed its efficacy. Finally, this study’s findings did not determine any causality or directionality between any of the latent variables. However, causality and directionally between environmental sustainability-happiness and happiness-academic performance have to be found in both directions. Practical implications Despite the unsustainability of students in this study, this study has several contributions. First, it provides an evaluation of a sustainable university from the perspectives and behaviors of students. The views of students as they relate to the complexities and visions of a sustainable university have remained relatively underexamined. Second, these analyses point to specific sustainability-oriented challenges and inadvertent barriers (e.g. extreme weather patterns) toward the embodiment of a sustainable lifestyle. These challenges and barriers suggest that sustainable universities need to address the dynamic changes inherent in sustainable development. Finally, this study indicates that the link between happiness, academic performance and sustainability may be more complicated and driven by cultural and structural barriers. The issue of barriers, as they relate to sustainability behaviors, is highly relevant and presents important opportunities and questions for future research. Originality/value This study provides an evaluation of a sustainable university from the perspectives and behaviors of students. Students’ views as they relate to the complexities and visions of a sustainable university have remained relatively underexamined. Second, these analyses point to specific sustainability-oriented challenges and barriers as they relate to the embodiment of a sustainable lifestyle. These challenges and barriers suggest that sustainable universities need to address the dynamic changes inherent in sustainable development. Finally, this study indicates that the link between happiness, academic performance and sustainability may be more complicated and driven by cultural and structural barriers.