Having sustainable practices in place can be significant, but it is also important to consider employees and their perspectives, as they are the ones who implement them. The majority of the employees that work within an organization, not those that create these policies, are the ones who’s perspectives should be more strongly considered. In order to effectively implement these practices, firms can educate their employees about the initiatives or newly implemented changes to current practices. Sustainability education for employees, covering company-specific policies, improves the likelihood of participation within initiatives. Increased employee education has the potential to raise the probability that companies will see the benefits that come with enacting sustainable practices.
For waste management in Asunción, Paraguay to improve, so too must the rate of public recycling participation. However, due to minimal public waste management infrastructure, it is up to individual citizens and the private sector to develop recycling solutions in the city. One social enterprise called Soluciones Ecológicas (SE) has deployed a system of drop-off recycling stations called ecopuntos, which allow residents to deposit their paper and cardboard, plastic, and aluminum. For SE to maximize the use of its ecopuntos, it must understand the perceived barriers to, and benefits of, their use. To identify these barriers and benefits, a doer on-doer survey based on the behavioral determinants outlined in the Designing for Behavior Change Framework was distributed among Asunción residents. Results showed that perceived self-efficacy, perceived social norms, and perceived positive consequences – as well as age – were influential in shaping ecopunto use. Other determinants such as perceived negative consequences, access, and universal motivators were significant predictors of gender and age. SE and other institutions looking to improve recycling can use these results to design effective behavior change interventions.
Nature journaling in school gardens is a unique way to engage students in the natural world, providing time to notice, wonder, and observe through writing and drawing while engaging in environmental and sustainability learning. With the number of school gardens increasing in the United States, educators can benefit from understanding what students experience while participating in garden-based learning activities so they can adapt their teaching to fit the educational needs of their participants. School garden studies typically focus on measuring academic and health outcomes and nature journaling studies typically focus on educator experiences with one classroom. We facilitated a nature journaling study with four elementary classrooms in a public, Title I school in the desert southwest to explore student experiences while nature journaling in their school garden. Our findings show that nature journaling provides opportunities for students to engage in sustainability literacy by helping them to develop a sense of place in their school garden, inspire environmental stewardship, and practice systems thinking right outside their classrooms.
Often characterized by intense commoditization, heavy ecological footprint, and monopolistic governance mechanisms, the present-day industrialized food system has contributed to a growing distrust among citizens around the world. In response to this, local food initiatives promoting sustainable food and agricultural systems have formed. Little empirical research exists regarding how these local food initiatives think about their experience in relation a relevant conceptual framework. As such, this research entails the development of a conceptual framework based on Schlosberg and Cole’s (2015) sustainable materialist frame and literature regarding how local food initiatives may be characterized. This consists of sustainability values, collective action and political perspectives. Thirteen participants from two local food initiatives in Lüneburg, Germany were interviewed to provide in-depth insights into participant perceptions in relation to the three dimensions. Results indicate that participants exhibit strong values related to sustainability (e.g. knowledge of food origin, environmental concern, etc.), and appreciate the practical, collective work of the initiative. Additionally, a clash was found between initiative goals and participants’ perception of a lack of commitment and strong uniformity in the initiatives. Furthermore, many participants expressed political motivation and even perceived group actions as counter to the mainstream food system, although both initiatives did not identify as a politically motivated. This research sheds light on opportunities and barriers for initiative success and indicates the potential for the developed framework to serve as a lens for understanding other social initiatives aimed toward sustainability transformations.