Reading a short story changes children’s sustainable behavior in a resource dilemma

Exploring waste separation using an extended theory of planned behavior: a comparison between adults and children

This study applied an extended model of the theory of planed behavior (TPB) to compare the differences in waste separation behavior between children (ages 9 to 12, N = 339) and adults (ages 18 to 66, N = 379). We examined the relations among waste separation attitude, subjective norm, perceived behavioral control, knowledge, awareness, intention, and behavior. The results showed waste separation knowledge of children was less than that of adults. Structure equation model results also revealed robust differences between children and adults. For adults, TPB variables (attitude, subjective norm, and perceived behavioral control) and knowledge are significantly positively related to their waste separation intention. Meanwhile, perceived behavioral control and intention are positively related to adults' behavior. However, for children, only perceived behavioral control and awareness are positively related to intention, and perceived behavioral control is positively related to behavior. Moreover, the predictive power of the extended TPB model on children's waste separation intention and behavior are lower than those of adults. The different results may be due to children's immature cognitive abilities. This study enhanced the understanding of the different waste separation behavior determinants between children and adults. The findings are useful for developing tailored policies and promoting children's waste separation behavior.

How can we test plastic pollution perceptions and behavior? A feasibility study with Danish children participating in "the Mass Experiment"

Research suggests that behavior change programs can be fast and cost-effective solutions to plastic pollution alongside traditional environmental policy-making. Furthermore, encouraging change in perception and behavior can be a tool to change consumption and waste handling towards increased circularity, which is of high concern in the EU. Beyond knowledge, predictors of pro-environmental behavior include concern, social norms, nature-connectedness, identity and self-efficacy. Citizen Science (CS) as a way to raise awareness and potentially change behavior show promise within plastic litter monitoring. We tested the feasibility of evaluating a nation-wide citizen science intervention, 'the Mass Experiment' (ME), with school students (age 7-16) in Denmark. With more than 57,000 students signed up for ME, this is to our knowledge one of the largest CS activity on plastic debris targeting young people. As an addition to the core CS activity we developed a voluntary and anonymous questionnaire to study the perceptions and behaviors of the students. We hypothesized that the intervention would increase risk perception, self-efficacy and empowerment as well as self-reported actions. Through 931 pre-surveys and 838 post-surveys aggregated at the team level (n = 48), we found that the intervention had no significant overall effect on team, risk-perception, pro-environmental behaviors, nor self-efficacy or empowerment. However, unexpected patterns emerged for age effects, potentially advising some caution over the design of such CS activities particularly for younger children. We discuss methodological limitations, the high baseline for nearly all variables, the Danish context and the intervention itself and make recommendations for studying future CS interventions.

Purpose Adequacy as a Basis for Sustainable Building Design: A Post-Occupancy Evaluation of Higher Education Classrooms

Building design is one of the essential elements to consider for maximizing the sustainability of construction. Prior studies on energy and resource consumption and on indoor environmental quality indicators (IEQs) are increasingly frequent; however, attention has not been focused on design as supporting the function performed within architecture. Educational buildings have specific conditions related to teaching methodologies, including activating students and promoting participation and interaction in the classroom. This manuscript aims to explore whether the social dimension of physical space in educational settings can explain a student’s academic outcome. For this, the Learning Environment and Social Interaction Scale was designed and validated and applied to 796 undergraduate students at the University of Coruña, and multiple linear regression analysis was applied to the academic results. The results display a structure comprising five factors; these include novelties such as the division of conventional IEQs into two groups: the workspace and the classroom environment. In addition, place attachment, the design of the classroom as a facilitator of social interaction, the learning value of social interaction, and the satisfaction of the IEQ demonstrated their influence on the academic result.

Overheating in Schools: Factors Determining Children’s Perceptions of Overall Comfort Indoors

Climate change is raising the length and intensity of the warm season in the academic year, with a very significant impact on indoor classroom conditions. Increasingly frequent episodes of extreme heat are having an adverse effect on school activities, whose duration may have to be shortened or pace slackened. Fitting facilities with air conditioning does not always solve the problem and may even contribute to discomfort or worsen health conditions, often as a result of insufficient ventilation. Users have traditionally adopted measures to adapt to these situations, particularly in warm climates where mechanical refrigeration is absent or unavailable. Implementation of such measures or of natural ventilation is not always possible or their efficacy is limited in school environments, however. Such constraints, especially in a context where reasonable energy use and operating costs are a primary concern, inform the need to identify the factors that contribute to users’ perceptions of comfort. This study deploys a post-occupancy strategy combined with participatory action to empower occupants as agents actively engaging in their own comfort. It addresses user-identified classroom comfort parameters potentially applicable in the design and layout of thermally suitable spaces meriting occupant acceptance.