e-journal
Sustainable consumption:a teaching intervention in higher education
Purpose – The purpose of this paper is to describe and analyse a teaching strategy designed
to increase the awareness of trainee teachers and educate them with regard to sustainable
consumption.
Design/methodology/approach – Ninety-four subjects (trainee teachers) were assessed on their
knowledge of the environmental impacts of consumerism, their attitudes to sustainable consumption
and their behavioural intentions before (pre-test) and after (post-test) the teaching intervention
took place.
Findings – Statistical analysis of the results obtained revealed that subjects increased their
knowledge of the social and environmental impacts of consumerism, became more aware of the need to
take action in this regard, and developed behaviours oriented towards a sustainable model of
consumption.
Research limitations/implications – The proper application of an educational strategy of this
nature requires more time than that actually assigned to the teaching intervention itself. This obstacle
was overcome by using the time envisaged by the European Space for Higher Education, but the
outcome could not be monitored.
Practical implications – A reduction of individual and collective consumption in universities.
Originality/value – The study demonstrates the possibilities of an educational strategy that when
applied to trainee teachers in higher education promotes sustainable consumption.
Keywords Higher education, Teacher training, Educational experience, Environmental education,Sustainable consumption
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