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It is widely accepted that environmental awareness is essential, yet does not inevitably lead to responsible use of resources. Additional factors on the individual level include the meaning constructed by the term "resources" and the individual and social norms that influence the relevant behavior. Current didactic concepts do not take into account such aspects. Therefore, this article uses a didactic-psychological approach for designing an educational concept for raising awareness for a responsible use of natural resources. Combining insights of environmental psychology and of constructivist didactics, a general principal of "norm-oriented interpretation learning" is outlined to enrich the didactic debate on responsible and efficient resource use. Based on the presentation of a qualifying module for resource efficiency consultants as a practical example of resource education, a new didactical approach, namely "open-didactic exploration" (short form: ODE) is introduced. The article discusses the theory-based elements of ODE and illustrates a step by step process for designing educational materials. This adds to the theoretical debate about a didactic design for resource oriented education. Furthermore, this method can be directly used by practitioners developing education and training material (e.g., teachers, trainers in vocational education). The Wuppertal Institute developed and applied this method in numerous projects. The conclusion and outlook discusses future expectations and scope of the introduced ODE method as a contribution to foster "norm-oriented interpretation learning", suggesting perspectives for further development.
The need for recycling obsolete mobile phones has significantly increased with their rapidly growing worldwide production and distribution. Return and recycling rates are quite low; people tend to keep old, unused phones at home instead of returning them for recycling or further use because of a lack of knowledge and acceptance of return programmes. Thus far, individual use and recycling behavior has not shown any trend towards more sustainable patterns. Consequently, an increased awareness is needed for the high environmental and social impact throughout the whole value chain of a mobile phone - there is simply a lack of information and knowledge regarding sustainability issues around the mobile phone. A teaching material was therefore developed in a German research project, based on the concept of the ecological rucksack, presenting comprehensive information about the value chain of a mobile phone. Its application in different schools led to an increased awareness and interest among pupils for the connection between sustainability, resources and mobile phones. Based on these research results, this paper analyses young people’s knowledge of sustainability issues linked to their mobile phones and their acceptance of more sustainable behavioral patterns regarding their mobile, including return and recycling programmes.
Applying the material-based approach to Central and Eastern European Countries : the case of Poland
(1999)
This assessment report identifies six key areas of sustainable consumption. Transforming those areas is associated with a significant, positive impact on sustainable development. In this way, those key areas lay the foundation to set clear priorities and formulate concrete policy measures and recommendations. The report describes recent developments and relevant actors in those six fields, outlines drivers and barriers to reach a shift towards more sustainability in those specific areas, and explores international good-practice examples. On top of this, overarching topics in the scientific discourse concerning sustainable consumption (e.g. collaborative economy, behavioural economics and nudging) are revealed by using innovative text-mining techniques. Subsequently, the report outlines the contributions of these research approaches to transforming the key areas of sustainable consumption. Finally, the report derives policy recommendations to improve the German Sustainable Development Strategy (DNS) in order to achieve a stronger stimulus effect for sustainable consumption.
This article analyses drivers and barriers to returning and recycling mobile phones and their consideration in existing communication and collection campaigns.
This is an important issue based on the fact that the mobile phone market is growing rapidly. In 2015 there are nearly 7 billion global mobile cellular subscriptions. This means that, at least theoretically, everyone in the world has access to mobile communication services (ITU 2015). However, the production of mobile phones is linked to an increasing use of natural resources: the "ecological rucksack" of a mobile phone is equal to about 75 kg of resources (Nordmann et al. 2015); while the global recycling rate of mobile phones is under 10 per cent (Nokia 2008, Tanskanen 2012).
In order to adress this issue, the main factors that influence return and recycling behaviour (focussing on mobile phones) will be discussed in chapter 2 of this article. The theoretical analysis is based on the norm activation model by Ellen Matthies (2005). This analysis will be complemented by empirical data and findings generated in the research project "Return and use of old mobile phones", funded by the German Ministry of Education and Research (Wuppertal Institute for Climate, Environment, Energy/Institute for Advanced Sustainability Studies, 2012-2014). To conclude, we will identify and operationalise essential components of mobile phone communication and collection campaigns, based on the theoretical approach of Matthies, literature and empirical studies, in order to develop a set of criteria for analysing and rating such communication and collection campaigns.
The results show that economic incentives as well as education and communication play a very important role in initiating more sustainable behavioural patterns in the ICT sector. The role of emotional factors is often underestimated in the development of communication activities. In summary, successful mobile phone communication and collection campaigns require a combination of several institutional, economic, social and emotional factors.
This paper presents the educational program "Encouraging Sustainability", initiated and realized by the "Foundation Forum für Verantwortung", the "ASKO EUROPA-FOUNDATION", and the "Europäische Akademie Otzenhausen/European Academy Otzenhausen" in cooperation with the Wuppertal Institute for Climate, Environment and Energy. The goal is to intensify the public discourse on sustainability within civil society concerning options of sustainable consumption and production patterns. The innovative program consists of two parts: (1) Twelve Books About the Future of the Earth (see section 2), (2) six didactical modules (section 3): From Knowledge to Action. The educational modules focus on important topics and key issues discussed in the context of sustainability: climate change, resource use, energy efficiency, population growth, water use, securing future food supplies, biodiversity etc. The didactical materials are developed as “open learning scenarios: all materials can be linked to many communication forms and situations in a flexible manner. For the creation and realisation of the educational materials the authors have chosen the concept of Sinus-Milieus, developed by Sinus Sociovision, in order to address specific target groups (section 4). The main target groups in the program "Encouraging Sustainability" are "leading groups of society" and multipliers because of their high resource and energy consumption on the one hand and because of their skills and educational background on the other hand. In the last section of this paper (section 5) the first experiences from the implementation of the modules are presented. The authors emphasize that the broad and flexible approach chosen, should work effectively in a period in which green issues rank high in the public opinion worldwide.