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- All Subjects: Sustainability
- Genre: Doctoral Dissertation
Description
For some time it has been recognized amongst researchers that individual and collective change should be the goal in educating for sustainability, unfortunately education has generally been ineffective in developing pro-environmental behaviors among students. Still, many scholars and practitioners are counting on education to lead us towards sustainability but suggest that in order to do so we must transition away from current information-intensive education methods. In order to develop and test novel sustainability education techniques, this research integrates pedagogical methods with psychological knowledge to target well-established sustainable behaviors. Through integrating education, behavior change, and sustainability research, I aim to answer: How can we motivate sustainable behavioral change through education programs? More specifically: How do diverse knowledge domains (declarative, procedural, effectiveness, and social) influence sustainable behaviors, both in general as well as before and after a sustainability education program? And: What are barriers hindering education approaches to changing behaviors? In answering these questions, this research involved three distinct stages: (1) Developing a theoretical framework for educating for sustainability and transformative change; (2) Implementing a food and waste focused sustainability educational program with K-12 students and teachers while intensively assessing participants' change over the course of one year; (3) Developing and implementing an extensive survey that examines the quantitative relationships between diverse domains of knowledge and behavior among a large sample of K-12 educators. The results from the education program demonstrated that significant changes in knowledge and behaviors were achieved but social knowledge in terms of food was more resistant to change as compared to that of waste. The survey results demonstrated that K-12 educators have high levels of declarative (factual or technical) knowledge regarding anthropocentric impacts on the environment; however, declarative knowledge does not predict their participation in sustainable behaviors. Rather, procedural and social knowledge significantly influence participation in sustainable food behaviors, where as procedural, effectiveness, and social knowledge impact participation in sustainable waste behaviors. Overall, the findings from this research imply that in order to effectively educate for sustainability, we must move away from nature-centric approaches that focus on declarative knowledge and embrace different domains of knowledge (procedural, effectiveness, and social) that emphasis the social implications of change.
ContributorsRedman, Erin (Author) / Larson, Kelli (Thesis advisor) / Eakin, Hallie (Committee member) / Spielmann, Katherine (Committee member) / Arizona State University (Publisher)
Created2013
Description
Transitioning towards low-carbon energy systems requires participation from a diversity of organizations, governments, and actors. Yet it is still unclear who, when, how much, and what types of participation are needed to realize such transformations. I address this gap by analyzing the role of participation in energy transitions using interviews, participant observation, document analyses, and novel visualization approaches deployed in the USA and Mexican contexts. I offer a framework to explore how engagement in energy transitions unfolds over time and deploy the framework to 1) investigate the role of engagement in decreasing the consumption of gas and electricity at municipal and residential levels in 12 US communities during a three-year competition (2014-2017) organized by Georgetown University; and 2) assess the acceptance and longevity of solar projects that grant electricity access to rural and dispersed Indigenous Ralámuli communities in Chihuahua, México. I found that wider and deeper participation does not always secure lower energy consumption in the US case, which highlights the need to tailor participation for specific goals. Results from Ralámuli communities suggest that the benefits of participation reach a limit; that is, when high participation surpassed the budget (in the form of cash/money and time availability) of solar users, participation became detrimental to user satisfaction and technology acceptance. Lastly, the analysis of how participation occurred in solar home systems with longer longevity (more than five years of use) showed that maintenance and operation costs (e.g. battery replacements) are the greatest barriers to longevity, while knowledge and capacity building might be elements driving longer longevity. Recommendations include: (1) offering clear information in the user’s first language about the costs and maintenance of solar systems, (2) seeking ideas from solar users at the early stages of solar programs, and (3) reducing costs through understanding electricity needs and offering collective forms of ownership. My work expands the theoretical understanding of the role of participation in energy transitions and offers practical resources for practitioners and researchers to facilitate a critical reflection on how participation influences desirable outcomes in different contexts, including communities in the global North and South.
ContributorsMorales Guerrero, Jorge (Author) / Karwat, Darshan (Thesis advisor) / Breetz, Hanna (Committee member) / Larson, Kelli (Committee member) / Berbés-Blázquez, Marta (Committee member) / Arizona State University (Publisher)
Created2022