Learning about Sustainability—What Influences Students’ Self-Perceived Sustainability Actions after Undergraduate Education?

Kaisu Sammalisto, Agneta Sundström, Robin Von Haartman, Tove Holm and Zhilei Yao
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Kaisu Sammalisto: Faculty of Engineering and Sustainable Development, University of Gävle, Gävle 80176, Sweden
Agneta Sundström: Faculty of Education and Business, University of Gävle, Gävle 80176, Sweden
Robin Von Haartman: Faculty of Engineering and Sustainable Development, University of Gävle, Gävle 80176, Sweden
Tove Holm: Faculty of Engineering and Sustainable Development, University of Gävle, Gävle 80176, Sweden
Zhilei Yao: Faculty of Engineering and Sustainable Development, University of Gävle, Gävle 80176, Sweden

Sustainability, 2016, vol. 8, issue 6, 1-16

Abstract: Changing societies’ minds about sustainability requires knowledge about the situation, awareness of what needs to be done and actions to change today’s unsustainable behaviors. Universities are challenged to develop students’ ability to appreciate the complexities of sustainability and translate sustainability knowledge of education into systemic, anticipatory and critical thinking and actions. To meet this challenge, universities provide specific study programs and courses and integrate sustainability in education and activities. There is limited research on the results of such efforts from a student perspective. The study focused on an identical cohort of 108 undergraduate students who answered a survey about their self-perceived knowledge, awareness and actions before and after their studies in a Swedish university. All 108 students had sustainability integrated into their study programs; forty-eight also attended specific sustainability courses. The test model explains variations in students’ self-perceived sustainability actions at the end of their studies. There were differences already in students’ initial self-perceived knowledge between the groups. The students’ female gender, self-perceived initial actions, studying sustainability courses as well as the increase in self-perceived sustainability knowledge contribute significantly to the later sustainability actions. The results show student development, which can encourage those working with education for sustainable development in universities.

Keywords: awareness; ESD; gender; higher education; integration; longitudinal study; knowledge (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2016
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (14)

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