Psychology of Sustainability: Education for Sustainable Development in India
DOI:
https://doi.org/10.70232/jrese.v2i2.18Keywords:
Climate Change Adaptation, Education, Environmental Challenges, Environmental Stewardship, Higher Education Institutes, Psychology, Sustainability, Sustainable Behavior, Sustainable Development Goals, Transformative LearningAbstract
The intersection of psychology and sustainability within the domain of education represents a critical nexus for understanding and addressing pressing environmental challenges facing humanity. The paper embarks on a comprehensive journey through the interplay between psychology and sustainability in education, illuminating key theoretical frameworks, empirical insights, and practical implications for fostering sustainable mindsets and behaviors among individuals and communities. Central to the inquiry is the recognition of the urgent need for transformative approaches in education to mitigate climate change, biodiversity loss, and resource depletion. Through an interdisciplinary lens, the paper navigates the complex terrain of human cognition, emotion, and decision-making processes underlying attitudes and behaviors towards the environment. Psychological theories such as cognitive dissonance, environmental identity, and behavioral economics serve as foundational pillars for understanding the complexities of sustainable behavior and the barriers hindering its adoption. Moreover, the paper elucidates the pivotal role of education in cultivating sustainable mindsets and behaviors, emphasizing the significance of Education for Sustainable Development (ESD) as a catalyst for transformative learning and societal change. From curriculum design to campus operations, Higher Education Institutes (HEIs) emerge as key actors in advancing sustainability goals and nurturing a culture of environmental stewardship. As agents of change, teachers wield considerable influence in shaping the attitudes and behaviors of future generations towards sustainability, highlighting the importance of innovative pedagogies, experiential learning, and transformative teaching practices. Through the integration of psychology, education, and environmental stewardship, we can pave the way towards a brighter tomorrow grounded in principles of sustainability, resilience, and social justice.
Metrics
References
Ahmad, I., Alni, R., & Arni, S. (2023). Financial Literacy to Improve Sustainability: A Bibliometric Analysis. Studies in Business and Economics, 18(3), 24-43.
Al Koni, S. R., & Mahamda, M. K. (2023). The Role of Business Schools in Achieving Sustainable Development Goals: Palestine as a Case Study.
Al Koni, S. R., Mahamda, M., & Nour, A. I. (2024). Business Schools’ Role in Achieving Sustainable Development Goals: Palestine as a Case Study. AAU Journal of Business and Law, 8(1).
Al-Mansoori, R. S., & Koç, M. (2019). Transformational leadership, systems, and intrinsic motivation impacts on innovation in higher education institutes: Faculty perspectives in engineering colleges. Sustainability, 11(15), 4072.
Al-Mulla, S., Ari, I., & Koç, M. (2022). Social media for sustainability education: Gaining knowledge and skills into actions for sustainable living. International Journal of Sustainable Development & World Ecology, 29(5), 455-471.
Alsarayreh, R. S., Al-Khasawneh, F. M., & Al Soub, T. F. (2022). Parental engagement in online teaching and learning during COVID-19 pandemic: Implications for sustainable education. Journal of Teacher Education for Sustainability, 24(1), 129-144.
Alvarez-Risco, A., Del-Aguila-Arcentales, S., Rosen, M. A., García-Ibarra, V., Maycotte-Felkel, S., & Martínez-Toro, G. M. (2021). Expectations and interests of university students in COVID-19 times about sustainable development goals: Evidence from Colombia, Ecuador, Mexico, and Peru. Sustainability, 13(6), 3306.
Appleton, J. (2014). Values in sustainable development: Routledge London.
Ayaz, M. Q., Ali, A., & Saeed, I. (2023). Perceived role of selected green human resource management practices toward pro-environmental behavior of employees working in manufacturing industry in Kabul, Afghanistan. International Journal of Business and Management Sciences, 4(2), 31-47.
Baker-Shelley, A., van Zeijl-Rozema, A., & Martens, P. (2017). A conceptual synthesis of organisational transformation: How to diagnose, and navigate, pathways for sustainability at universities? Journal of cleaner production, 145, 262-276.
Bellini, D., Crescentini, A., Zanolla, G., Cubico, S., Favretto, G., Faccincani, L., . . . Gianesini, G. (2019). Mathematical Competence Scale (MCS) for primary school: The psychometric properties and the validation of an instrument to enhance the sustainability of talents development through the numeracy skills assessment. Sustainability, 11(9), 2569.
Benavent, X., de Ves, E., Forte, A., Botella-Mascarell, C., López-Iñesta, E., Rueda, S., . . . Dura, E. (2020). Girls4STEM: Gender diversity in STEM for a sustainable future. Sustainability, 12(15), 6051.
Bendisch, F. S. (2018). Can the Global North learn from the Global South?: exploring possibilities for overcoming the psychological barriers to degrowth. Master Thesis Series in Environmental Studies and Sustainability Science.
Birdsall, S. E., Eames, C., Gaze, S., Stoddard, G., Harré, N., Whitehouse, H., & Blythe, C. (2023). Nurturing secondary students’ hope and agency: Educating to live in a climate-impacted world: Teaching and Learning Research Initiative.
Böhme, J. (2023). Inner and Outer Transformation in the Anthropocene. by Medien-und Informationszentrum, Leuphana Universität Lüneburg Files in …,
Bonhi, T. C., Karim, R. A., Sharmin, S., Jahan, N., & Chowdhury, F. (2024). Fostering pro-environmental behavior of university students through goal framing theory: the mediating role of environmental knowledge. Global Knowledge, Memory and Communication.
Bote, M., Rives, L. M., & Bañón, A. R. (2019). Higher education institutions as a transformation platform under the sustainable development goals framework. European Journal of Sustainable Development, 8(3), 306-306.
Boyacı, A., & Karacabey, M. F. (2016). Opinions of private and public primary school principals on organizational creativity. The International Journal of Educational Organization and Leadership, 23(4), 1.
Broman, G., Robèrt, K.-H., Collins, T. J., Basile, G., Baumgartner, R. J., Larsson, T., & Huisingh, D. (2017). Science in support of systematic leadership towards sustainability. Journal of cleaner production, 140, 1-9.
Bununu, Y. A. (2020). Poverty Reduction: Concept, Approaches, and Case Studies. In Decent Work and Economic Growth (pp. 767-778): Springer.
Callea, A., De Rosa, D., Ferri, G., Lipari, F., & Costanzi, M. (2019). Are more intelligent people happier? Emotional intelligence as mediator between need for relatedness, happiness and flourishing. Sustainability, 11(4), 1022.
Canzittu, D. (2024). A framework for defining a guidance approach support: typology, concepts, and practice guidelines. British Journal of Guidance & Counselling, 52(3), 564-579.
Ceulemans, G., & Severijns, N. (2019). A pragmatic framework for setting up transdisciplinary sustainability research on-campus that can make a difference. Sustainability on University Campuses: Learning, Skills Building and Best Practices, 115-130.
Chen, F.-H., Tsai, C.-C., Chung, P.-Y., & Lo, W.-S. (2022). Sustainability learning in education for sustainable development for 2030: an observational study regarding environmental psychology and responsible behavior through rural community travel. Sustainability, 14(5), 2779.
Chen, M., Jeronen, E., & Wang, A. (2021). Toward environmental sustainability, health, and equity: How the psychological characteristics of college students are reflected in understanding sustainable development goals. International journal of environmental research and public health, 18(15), 8217.
Cheng, V. M. (2018). Views on creativity, environmental sustainability and their integrated development. Creative Education, 9(5), 719-743.
Cheng, V. M. (2019). Developing individual creativity for environmental sustainability: Using an everyday theme in higher education. Thinking Skills and Creativity, 33, 100567.
Cincera, J., Boeve-de Pauw, J., Goldman, D., & Simonova, P. (2019). Emancipatory or instrumental? Students’ and teachers’ perceptions of the implementation of the EcoSchool program. Environmental Education Research, 25(7), 1083-1104.
Corral-Verdugo, V., García-Vázquez, F. I., Fraijo-Sing, B., & Tapia-Fonllem, C. (2017). Is it human mind attuned with general ecological principles? Revista Interamericana de Psicología/Interamerican Journal of Psychology, 51(3), 377-397.
Cripps, K. (2023). University Sustainability Career Information Events for Future Leaders. In Events Management for the Infant and Youth Market (pp. 55-65): Emerald Publishing Limited.
Cruickshank, H., Ainger, C., Fenner, R., Harding, P., & Owen, S. (2015). Maintaining entropy: developing skills to help graduate sustainable engineers lead change.
d’Angelo, M. J., Brunstein, J., & Telles, J. M. (2021). Becoming family farmers: The contribution of the existential ontological perspective to the social learning for sustainability theory. Sustainability, 13(15), 8186.
Dasgupta, H., & Pawar, S. K. (2021). Impact of higher education imparted by Indian universities on the pro-sustainability orientation of students. Journal of Applied Research in Higher Education, 13(4), 1110-1132.
de Matos Pedro, E., Leitão, J., & Alves, H. (2020). Bridging intellectual capital, sustainable development and quality of life in higher education institutions. Higher Education Institutions and Sustainable Development, 217.
De Young, R. (1996). Some psychological aspects of reduced consumption behavior: The role of intrinsic satisfaction and competence motivation. Environment and behavior, 28(3), 358-409.
Denault, A.-S., Bouchard, M., Proulx, J., Poulin, F., Dupéré, V., Archambault, I., & Lavoie, M. D. (2024). Predictors of Pro-Environmental Behaviors in Adolescence: A Scoping Review. Sustainability, 16(13), 5383.
Di Fabio, A., & Cooper, C. L. (2024). Psychology of sustainability and sustainable development in organizations: Routledge.
Dirzyte, A. (2023). Exploring the nexus between conspiracy beliefs and creativity, attitudes toward people, and psychological wellbeing: Insights from the 10th European social survey. Sustainability, 15(22), 15722.
Dirzyte, A., & Valatka, V. (2023). Creative and Happy Individuals Concerned about Climate Change: Evidence Based on the 10th Round of the European Social Survey in 22 Countries. Sustainability, 15(22), 15790.
Dixit, S., & Sehrawat, G. (2020). Education for Sustainability: A Study of Curriculum, Teachers’ and Students’ Understanding (NIAS Report No. NIAS/SSc/EDU/U/RR/21/2020).
Domingues, R., Zimmer, E., Mah, H., & Freudenberg, C. (2020). Contemplative Practices in Higher Education for sustainable development: An exploration of their role for moving society towards sustainability. In.
Dwivedi, A. (2022). Bibliometric analysis of management and leadership in the sustainability agenda. In Rethinking Leadership for a Green World (pp. 343-394): Routledge.
Eloff, I., & Dittrich, A.-K. (2021). Understanding general pedagogical knowledge influences on sustainable teacher well-being: A qualitative exploratory study. Journal of Psychology in Africa, 31(5), 464-469.
Fajardo, C. E., & Nájera, M. J. (2015). Sustainability in engineering education: An approach to reach significant learning and character skills. In Sustainability in Higher Education (pp. 97-125): Elsevier.
Ferradás, M. d. M., Freire, C., García-Bértoa, A., Núñez, J. C., & Rodríguez, S. (2019). Teacher profiles of psychological capital and their relationship with burnout. Sustainability, 11(18), 5096.
Ferreira, B. M., Abrantes, J. L., Reis, M., & Brambilla, F. R. (2023). A Longitudinal Study on Sustainability Perceptions in Portugal. Sustainability, 15(7), 5893.
Fraijo-Sing, B., Tapia-Fonllem, C., & Corral-Verdugo, V. (2013). Designing environmental education programs: Modeling pro-environmental competency. In Values in sustainable development (pp. 244-254): Routledge.
Frank, P., & Stanszus, L. S. (2019). Transforming consumer behavior: Introducing self-inquiry-based and self-experience-based learning for building personal competencies for sustainable consumption. Sustainability, 11(9), 2550.
Frank, P., Fischer, D., Stanszus, L., Grossman, P., & Schrader, U. (2021). Mindfulness as self-confirmation? An exploratory intervention study on potentials and limitations of mindfulness-based interventions in the context of environmental and sustainability education. The Journal of Environmental Education, 52(6), 417-444.
Gago-Cortés, C., & Alló, M. (2020). Precarious work and sustainable development. In Decent Work and Economic Growth (pp. 779-789): Springer.
Gamage, G. B., & Boyle, C. (2008). Sustainable development: a review of progress, stagnation and potential. International journal of sustainable development, 11(1), 45-60.
Ganatsios, H. P., Vlastara, M. K., Valeta, C. A., Mpekiri, S. D., Petaloudi, L. M., & Megalonidou, E. E. (2024). Consumer Habits of Forestry and Natural Environment Students and University’s Environmental Education on Sustainability. Sustainability and Climate Change, 17(1), 54-76.
Geiger, S. M., Grossman, P., & Schrader, U. (2019). Mindfulness and sustainability: Correlation or causation? Current Opinion in Psychology, 28, 23-27.
Gibson, H., Short, M. E., & O’Donnell, C. (2023). Data, discourse, and development: Building a sustainable world through education and science communication. Frontiers in Communication, 8, 981988.
Gracia, J., Torres-Porras, J., & Alcántara-Manzanares, J. (2024). Overview of the implementation of a 30-year programme on environmental and sustainability education in Spain. Environmental Education Research, 30(2), 265-282.
Grund, J., & Brock, A. (2019). Why we should empty Pandora’s box to create a sustainable future: Hope, sustainability and its implications for education. Sustainability, 11(3), 893.
Guan, T., Meng, K., Liu, W., & Xue, L. (2019). Public attitudes toward sustainable development goals: Evidence from five Chinese cities. Sustainability, 11(20), 5793.
Gueldry, M. (2016). The Contributions of Cultures to Sustainability Science and Practice: Clarifying Key Relationships for Advocacy and Action. The International Journal of Sustainability in Economic, Social and Cultural Context, 12(3), 35.
Gutiérrez-Ángel, N., García-Sánchez, J.-N., Mercader-Rubio, I., García-Martín, J., & Brito-Costa, S. (2022). Digital Competence, Validation and Differential Patterns between Spanish and Portuguese Areas as Assessed from the Latest PISA Report as a Pathway to Sustainable Education and Social Concerns. Sustainability, 14(19), 12721.
Hamad Elneel Adow, A., Safeer, M., Ibrahim, R. G. E. M., & Alam, M. S. (2024). An examination of a few antecedents of environmental sustainability using Structural Equation Modelling. International Journal of Energy Economics and Policy, 14(4), 562-573.
Hammoud, J., & Tarabay, M. (2019). Higher Education for Sustainability in the Developing World: A Case Study of Rafik Hariri University1 in Lebanon. European Journal of Sustainable Development, 8(2), 379-379.
Höller, Y., Urbschat, M. M., & Bathke, A. (2024). Sustainable scientific publishing: a pilot survey on stakeholder motivations and opinions. Discover Sustainability, 5(1), 1.
Hubscher-Davidson, S. (2020). The psychology of sustainability and psychological capital: New lenses to examine well-being in the translation profession. European Journal of Sustainable Development Research, 4(4), em0127.
Hunecke, M. (2022a). Psychological resources for sustainable lifestyles. In Psychology of Sustainability: From Sustainability Marketing to Social-Ecological Transformation (pp. 47-114): Springer.
Hunecke, M. (2022b). Settings for the Promotion of Psychological Resources for Sustainable Lifestyles. In Psychology of Sustainability: From Sustainability Marketing to Social-Ecological Transformation (pp. 115-159): Springer.
Hüppauff, T., Hunecke, M., & Richter, N. (2023). Valuing Less. Investigating Meaning, Intrinsic Motivation and Wellbeing in Sufficiency Behaviour.
Husamah, H., Suwono, H., Nur, H., & Dharmawan, A. (2022). Sustainable Development Research in Eurasia Journal of Mathematics, Science and Technology Education: A Systematic Literature Review. Eurasia Journal of Mathematics, Science and Technology Education, 18(5).
Ilieva, M. V. (2022). The Interconnection Among Social, Environmental, and Economic Aspects of the 17 SDGs. Paper presented at the Shaping a Sustainable Future.
Inman, E. N., & Inman, P. J. (2023). Tackling environmental problems: are people and the environment antithetical?
Jackson, T. (2023). Facing Eco-Anxiety in Education: Empowering Educators with Collective Action, Emotionality, and Transformative Pedagogical Practices.
Jakubowicz, D., França, S. L. B., & Quelhas, O. L. G. (2020). Perceptions and Challenges of Design for Sustainable Behavior. In Decent Work and Economic Growth (pp. 755-767): Springer.
Joireman, J. A., Van Lange, P. A., & Van Vugt, M. (2004). Who cares about the environmental impact of cars? Those with an eye toward the future. Environment and behavior, 36(2), 187-206.
Juárez-Nájera, M. (2015). An exploratory approach. Routledge Handbook of Higher Education for Sustainable Development, 349.
Kailay, M., & Paposa, K. K. (2024). Sustainable Human Resource Management in the Hospital Sector: A Review of Literature. Journal of Health Management, 09720634231216062.
Kals, E., Schumacher, D., & Montada, L. (1999). Emotional affinity toward nature as a motivational basis to protect nature. Environment and behavior, 31(2), 178-202.
Kerret, D., Orkibi, H., & Ronen, T. (2014). Green perspective for a hopeful future: Explaining green schools’ contribution to environmental subjective well-being. Review of General Psychology, 18(2), 82-88.
Kerret, D., Orkibi, H., & Ronen, T. (2016). Testing a model linking environmental hope and self-control with students’ positive emotions and environmental behavior. The Journal of Environmental Education, 47(4), 307-317.
Khalf, A. A. R. (2023). Towards Applying Sustainable Learning to the Educational Process at the Faculty of Tourism and Hotels, Minia University. Minia Journal of Tourism and Hospitality Research MJTHR, 16(1), 109-123.
Khan, S., & Khan, A. M. (2024). Validation of the tool for measuring esd and preparedness of prospective teachers’as sustainable leadership. Harf-o-Sukhan, 8(2), 1576-1596.
Kim, K. J., & Pae, T.-I. (2018). Social psychological theories and sustainable second language learning: A model comparison approach. Sustainability, 11(1), 16.
Klaperski-van der Wal, S. (2022). Sport and exercise psychology and the UN’s sustainable development goals: Reflections and suggestions. Asian Journal of Sport and Exercise Psychology, 2(3), 175-181.
Kumari, R., & Bhalla, G. (2021). Frugality, altruism, pro-environmental and equity indicating sustainability behaviour of business students. Advance and Innovative Research, 59.
Kuzmina, K., Trimingham, R., & Bhamra, T. (2020). Organisational strategies for implementing education for sustainable development in the UK primary schools: A service innovation perspective. Sustainability, 12(22), 9549.
Lahiri, S. (2019). Environmental Education: Studera Press.
Leal Filho, W., Eustachio, J. H. P. P., Caldana, A. C. F., Will, M., Lange Salvia, A., Rampasso, I. S., . . . Kovaleva, M. (2020). Sustainability leadership in higher education institutions: An overview of challenges. Sustainability, 12(9), 3761.
Lemmetty, S., & Collin, K. (2020). Throwaway knowledge, useful skills or a source for wellbeing? Outlining sustainability of workplace learning situations. International journal of lifelong education, 39(5-6), 478-494.
Määttä, K., & Uusiautti, S. (2020). Educational psychological perspectives on sustainability education. In (Vol. 12, pp. 398): MDPI.
Manfredi, L., Stokoe, M., Kelly, R., & Lee, S. (2021). Teaching sustainable responsibility through informal undergraduate design education. Sustainability 2021, 13, 8378. In: s Note: MDPI stays neutral with regard to jurisdictional claims in published ….
Margaça, C., Hernández Sánchez, B., & Sánchez-García, J. C. (2022). University students involved in a sustainable world: assessing sustainable consumption in Spain. International Journal of Sustainability in Higher Education, 23(5), 981-1000.
Martins, F. P., Larina, V., Ivanova, E., Dynin, A., Chernysheva, A., & Volkova, A. (2022). Factors driving sustainability in a transitioning economy business school. Latin American Journal of Management for Sustainable Development, 5(4), 299-320.
Milligan, M., Mankelwicz, J. M., & See, H. P. (2022). Narcissism as a global barrier to education for sustainable development. Perspectives in Education, 40(3), 29-46.
Moganadas, S. R., Corral-Verdugo, V., & Ramanathan, S. (2013). Toward systemic campus sustainability: Gauging dimensions of sustainable development via a motivational and perception-based approach. Environment, development and sustainability, 15, 1443-1464.
Neaman, A., Montero, E., Pensini, P., Burnham, E., Castro, M., Ermakov, D. S., & Navarro-Villarroel, C. (2023). Unleashing the power of connection: How adolescents’ prosocial propensity drives ecological and altruistic behaviours. Sustainability, 15(10), 8070.
Niedek, M. (2022). Ecophilosophical and ecopsychological aspects of sustainable consumption and lifestyle. Studia Ecologiae et Bioethicae, 20(1), 25-37.
Norton, T. A., Parker, S. L., Zacher, H., & Ashkanasy, N. M. (2015). Employee green behavior: A theoretical framework, multilevel review, and future research agenda. Organization & Environment, 28(1), 103-125.
Ojala, M. (2013). Emotional awareness: On the importance of including emotional aspects in education for sustainable development (ESD). Journal of Education for Sustainable Development, 7(2), 167-182.
Parodi, O. (2014). The missing aspect of culture in sustainability concepts. In Theories of sustainable development (pp. 169-187): Routledge.
Pedro, E. d. M., Leitão, J., & Alves, H. (2020). Bridging intellectual capital, sustainable development and quality of life in higher education institutions. Sustainability, 12(2), 479.
Peiró, J. M., Martínez-Tur, V., Nagorny-Koring, N., & Auch, C. (2021). A framework of professional transferable competences for system innovation: Enabling leadership and agency for sustainable development. Sustainability, 13(4), 1737.
Pezzini, G. (2013). Ethical consumption and Iceland: A review of current literature and an exploratory study.
Pham, D. D. T., & Paillé, P. (2020). Green recruitment and selection: an insight into green patterns. International journal of manpower, 41(3), 258-272.
Pico-Saltos, R., Carrión-Mero, P., Montalván-Burbano, N., Garzás, J., & Redchuk, A. (2021). Research trends in career success: A bibliometric review. Sustainability, 13(9), 4625.
Plank, R. (2011). Green behaviour: Barriers, facilitators and the role of attributions. Going green: The psychology of sustainability in the workplace, 47-58.
Polz, L., Bartelt, H., & Roths, J. (2014). Investigations on High Temperature Fibre-optic Sensing with Regenerated Fibre Bragg Gratings. Paper presented at the PhD-Symposium for Applied Sciences 2014” A future world of applied Engineering, Economics and Social Science” May 14–15, 2014.
Posselt, T., Riemer, M., Sa’d, R., & Walsh, B. (2022). Breaking the walls of complex systems change in cities: A service ecosystems and psychological perspective. Journal of City Climate Policy and Economy, 1(1), 32-60.
Rahmania, T. (2024). Exploring school environmental psychology in children and adolescents: The influence of environmental and psychosocial factors on sustainable behavior in Indonesia. Heliyon, 10(18).
Ranjbari, M., Esfandabadi, Z. S., Zanetti, M. C., Scagnelli, S. D., Siebers, P.-O., Aghbashlo, M., . . . Tabatabaei, M. (2021). Three pillars of sustainability in the wake of COVID-19: A systematic review and future research agenda for sustainable development. Journal of cleaner production, 297, 126660.
Ronen, T., & Kerret, D. (2020). Promoting sustainable wellbeing: Integrating positive psychology and environmental sustainability in education. International journal of environmental research and public health, 17(19), 6968.
Rupa, R. A., Alam, S., Sultana, A., & Alam, J. (2023). The Impact of Green HRM Practices on Environmental Performance in Bangladesh: The Mediating Role of Sustainability-Oriented Employee Behavior. PMIS Review, 2(1), 1-26.
Sacchi, A., Molino, M., Dansero, E., Rossi, A. A., & Ghislieri, C. (2023). How sustainable is the governance for sustainability in higher education? Insights from an Italian case study. International Journal of Sustainability in Higher Education, 24(8), 1970-1990.
Schmieder, T. (2012). Food waste at the University of Leeds—maximising opportunities. Earth Environ, 7, 201-231.
Sefotho, M. M. (2021). Unsettling transdisciplinary perspectives on sustainability issues: A critical discourse (metadata) cross-case analysis. Journal of Psychology in Africa, 31(5), 488-494.
ŞEKER, F., & AYDINLI, B. (2021). A trial patch to the extracurricular perspective of sustainable development program in elementary schools of Turkey.
Şeker, F., & Aydinli, B. (2023). A trial patch to sustainable development: perspectives from extracurricular activities of elementary schools in Turkey. Science & Education, 32(2), 421-446.
Stanko, M. (2024). Raising the bar for education for sustainable development: A synthesis of frameworks for transformational skills.
Stanszus, L. S. (2020). Education for sustainable consumption through mindfulness training: conceptualization and results of an intervention study. Technische Universität Berlin,
Stanszus, L. S., Frank, P., & Geiger, S. M. (2019). Healthy eating and sustainable nutrition through mindfulness? Mixed method results of a controlled intervention study. Appetite, 141, 104325.
Sulphey, M., AlKahtani, N. S., Senan, N. A. M., & Hamad Elneel Adow, A. (2023). New environmental paradigm, environmental attitude, and proenvironmental behaviour as antecedents of environmental sustainability. International Journal of Energy Economics and Policy, 13(3), 418-427.
Tapia-Fonllem, C., Fraijo-Sing, B., Corral-Verdugo, V., & Ortiz Valdez, A. (2017). Education for sustainable development in higher education institutions: Its influence on the pro-sustainability orientation of Mexican students. Sage Open, 7(1), 2158244016676295.
Tassone, V. C., Dik, G., & van Lingen, T. A. (2017). Empowerment for sustainability in higher education through the EYE learning tool. International Journal of Sustainability in Higher Education, 18(3), 341-358.
Taylor, P., Walker, F. R., Heathcote, A., & Aidman, E. (2023). Effects of Multimodal Physical and Cognitive Fitness Training on Sustaining Mental Health and Job Readiness in a Military Cohort. Sustainability, 15(11), 9016.
Tsani, S. (2021). Public policies for just transition: local content, employment, and human capital. Decent Work and Economic Growth, 804-813.
Tudor, M. A., Filimon Benea, A., & Bratosin, S. (2021). COVID-19 Pandemic lockdown and religious mediatization of social sustainability. A case study of Romania. International journal of environmental research and public health, 18(5), 2287.
Uehara, T., & Sakurai, R. (2021). Have Sustainable Development Goal depictions functioned as a nudge for the younger generation before and during the COVID-19 outbreak? Sustainability, 13(4), 1672.
Vasconcelos, C., & Ribeiro, T. (2022). What about “the” scientific method? A survey applied to middle and secondary geoscience teachers. Education and New Developments, 470.
Vazquez-Marin, P., Cuadrado, F., & Lopez-Cobo, I. (2023). Connecting sustainable human development and positive psychology through the arts in education: a systematic review. Sustainability, 15(3), 2076.
Venkatesan, M. (2020). Preserving culture in meeting sustainable development. In Decent Work and Economic Growth (pp. 790-795): Springer.
Vieira, C. G. (2017). Defining the relationship between subjective well-being and sustainable solutions.
Voltmer, K., & von Salisch, M. (2023). Promoting Subjective Well-Being and a Sustainable Lifestyle in Children and Youth by Strengthening Their Personal Psychological Resources. Sustainability, 16(1), 134.
Wagner, C., & Gibberd, J. (2022). Reducing students’ ecological footprints through self-developed interventions. South African Journal of Psychology, 52(4), 533-544.
Wamsler, C., Osberg, G., Janss, J., & Stephan, L. (2024). Revolutionising sustainability leadership and education: addressing the human dimension to support flourishing, culture and system transformation. Climatic Change, 177(1), 4.
Wamsler, C., Osberg, G., Osika, W., Herndersson, H., & Mundaca, L. (2021). Linking internal and external transformation for sustainability and climate action: Towards a new research and policy agenda. Global Environmental Change, 71, 102373.
Wang, H. (2024). Green Mind and Mental Health among Chinese College Students: A Chain Mediating Model of Eco-Generativity. Sustainability, 16(17), 7680.
Wei, X., Yu, F., Peng, K., & Zhong, N. (2023). Psychological richness increases behavioral intention to protect the environment. Acta Psychologica Sinica, 55(8), 1330.
Westra, E. (2022). Sustainability and the attitudes of internal stakeholders: a cross-sectional survey at a Dutch university. University of Twente,
White, M. A., & McCallum, F. (2021). Wellbeing and Resilience Education: Routledge.
Wood, P. (2010). From diversity to sustainability: How campus ideology is born. Chronicle of Higher Education, 57(7), A35-A36.
Yang, L., & Cormican, K. (2021). The crossovers and connectivity between systems engineering and the sustainable development goals: a scoping study. Sustainability, 13(6), 3176.
Yang, L., & Cormican, K. (2021). The Crossovers and Connectivity between Systems Engineering and the Sustainable Development Goals: A Scoping Study. Sustainability 2021, 13, 3176. Systems Engineering for Sustainable Development Goals, 81.
Zoogah, B. D. (2022). Maatian philosophy, sustainability, and global value chains. In Africa and sustainable global value chains (pp. 3-23). Springer.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Atasi Mohanty, Ashraf Alam, Aashish Mohanty
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
