Pascal Frank
Biographic Data
| ID | 3781331 |
|---|---|
| NAME | Pascal Frank |
| GIVEN NAMES | Pascal |
| FAMILY NAME | Frank |
| SIGNATURE | FRANK P |
| AFFILIATIONS | Wageningen University & Research |
| ORCID | 0000-0001-6130-0099 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
What is needed to act as a professional change agent for sustainability? A scoping review
Professionals across diverse work environments play a crucial role in facilitating and accelerating essential transformations towards sustainability. Recognising the urgent need to avert severe, irreversible harm to vital Earth systems, professional actors have been increasingly identified as a key target group for sustainability-related training programmes. While Education for Sustainable Development (ESD) scholarship has significantly contribut…
(Re-)learning time use and perception for sustainable development in schools-Qualitative results from a self-inquiry-based learning intervention
Despite growing evidence for a relation between individuals' time use practices, their wellbeing, and potential negative outcomes regarding the vision of a sustainable future, knowledge on time-related learning outcomes and how to foster them remains scarce in Environmental and Sustainability Education scholarship and practice. In this explorative study, we aimed to find out how time use competence can be fostered within the framework of a school…
Between evidence and delusion – a scoping review of cognitive biases in Environmental and Sustainability Education
Exposing learners to sustainability-related topics can present affective–motivational challenges for learners, which may prompt cognitive bias. Cognitive bias directly influences how individuals perceive and process sustainability-related information, thereby also influencing sustainability-related behaviour and decision-making. Therefore, cognitive bias may also present a significant obstacle to the purposes of Environmental and Sustainability E…
Directing personal sustainability science toward subjective experience
Despite the rapid expansion of sustainability science in recent decades, sustainability crises have continued to grow. Sustainability researchers argue that this is partly the result of neglecting people’s inner worlds and call for a stronger consideration of inner states and processes in sustainability scholarship. We argue that the advancement of personal sustainability science , i.e., the systematic inquiry of inner worlds in relation to susta…
Learning to spend time in unusual times
While current research on school closures during the COVID-19 pandemic is predominantly concerned with learning deficits, the exploratory study presented here focuses on the previously neglected question of young people’s concrete learning experiences during this disruptive period, with a focus on how they used their time and how this relates to their individual needs. The authors interviewed German secondary school students via Zoom and used a g…
Can guided introspection help avoid rationalization of meat consumption? Mixed-methods results of a pilot experimental study
The need for reducing meat consumption in affluent countries is increasingly recognized as crucial to minimizing carbon footprint. However, confronting individuals with rational arguments can prompt emotional discomfort, which is often relieved by engaging in rationalization processes stabilizing current consumption patterns. Mindfulness research suggests that making people aware of their emotional reactions through introspection can reduce these…
Time and sustainability
Time is an essential dimension of sustainability and its premise of intra- and intergenerational justice. Moreover, prevailing sociocultural practices of time use are drivers of unsustainability. Educational institutions convey social norms on time and are thus places where time is "learned." It is therefore of relevance for Education for Sustainable Development (ESD) to understand how exactly time is addressed in education. This study from Germa…
A proposal of personal competencies for sustainable consumption
Purpose Despite advances in Environmental and Sustainability Education (ESE) scholarship and practice, ESE has not yet contributed to mitigate the sustainability-related problems it is meant to remedy. As part of an explanation, some scholars have argued that current ESE scholarship and practice overemphasizes intellectual and neglects (intra-)personal competencies as envisaged learning outcomes of ESE learning programs and activities. To date, h…
Mindfulness as self-confirmation? An exploratory intervention study on potentials and limitations of mindfulness-based interventions in the context of environmental and sustainability education
Over the past two decades, mindfulness meditation has received increasing attention in academia and various fields of practice. More recently, it has also been introduced into environmental and sustainability education (ESE) settings. This study offers a first exploratory investigation of learner experiences with consumption-specific mindfulness training. Semi-structured interviews were conducted with 25 training participants. Data analysis was u…
Healthy eating and sustainable nutrition through mindfulness? Mixed method results of a controlled intervention study
Directing personal sustainability science toward subjective experience
Despite the rapid expansion of sustainability science in recent decades, sustainability crises have continued to grow. Sustainability researchers argue that this is partly the result of neglecting people’s inner worlds and call for a stronger consideration of inner states and processes in sustainability scholarship. We argue that the advancement of personal sustainability science , i.e., the systematic inquiry of inner worlds in relation to susta…
Healthy eating and sustainable nutrition through mindfulness? Mixed method results of a controlled intervention study
Healthy eating and sustainable nutrition through mindfulness? Mixed method results of a controlled intervention study
A proposal of personal competencies for sustainable consumption
Purpose Despite advances in Environmental and Sustainability Education (ESE) scholarship and practice, ESE has not yet contributed to mitigate the sustainability-related problems it is meant to remedy. As part of an explanation, some scholars have argued that current ESE scholarship and practice overemphasizes intellectual and neglects (intra-)personal competencies as envisaged learning outcomes of ESE learning programs and activities. To date, h…
Mindfulness as self-confirmation? An exploratory intervention study on potentials and limitations of mindfulness-based interventions in the context of environmental and sustainability education
Over the past two decades, mindfulness meditation has received increasing attention in academia and various fields of practice. More recently, it has also been introduced into environmental and sustainability education (ESE) settings. This study offers a first exploratory investigation of learner experiences with consumption-specific mindfulness training. Semi-structured interviews were conducted with 25 training participants. Data analysis was u…
Can guided introspection help avoid rationalization of meat consumption? Mixed-methods results of a pilot experimental study
The need for reducing meat consumption in affluent countries is increasingly recognized as crucial to minimizing carbon footprint. However, confronting individuals with rational arguments can prompt emotional discomfort, which is often relieved by engaging in rationalization processes stabilizing current consumption patterns. Mindfulness research suggests that making people aware of their emotional reactions through introspection can reduce these…
Time and sustainability
Time is an essential dimension of sustainability and its premise of intra- and intergenerational justice. Moreover, prevailing sociocultural practices of time use are drivers of unsustainability. Educational institutions convey social norms on time and are thus places where time is "learned." It is therefore of relevance for Education for Sustainable Development (ESD) to understand how exactly time is addressed in education. This study from Germa…
Learning to spend time in unusual times
While current research on school closures during the COVID-19 pandemic is predominantly concerned with learning deficits, the exploratory study presented here focuses on the previously neglected question of young people’s concrete learning experiences during this disruptive period, with a focus on how they used their time and how this relates to their individual needs. The authors interviewed German secondary school students via Zoom and used a g…
Between evidence and delusion – a scoping review of cognitive biases in Environmental and Sustainability Education
Exposing learners to sustainability-related topics can present affective–motivational challenges for learners, which may prompt cognitive bias. Cognitive bias directly influences how individuals perceive and process sustainability-related information, thereby also influencing sustainability-related behaviour and decision-making. Therefore, cognitive bias may also present a significant obstacle to the purposes of Environmental and Sustainability E…
Directing personal sustainability science toward subjective experience
Despite the rapid expansion of sustainability science in recent decades, sustainability crises have continued to grow. Sustainability researchers argue that this is partly the result of neglecting people’s inner worlds and call for a stronger consideration of inner states and processes in sustainability scholarship. We argue that the advancement of personal sustainability science , i.e., the systematic inquiry of inner worlds in relation to susta…
What is needed to act as a professional change agent for sustainability? A scoping review
Professionals across diverse work environments play a crucial role in facilitating and accelerating essential transformations towards sustainability. Recognising the urgent need to avert severe, irreversible harm to vital Earth systems, professional actors have been increasingly identified as a key target group for sustainability-related training programmes. While Education for Sustainable Development (ESD) scholarship has significantly contribut…
(Re-)learning time use and perception for sustainable development in schools-Qualitative results from a self-inquiry-based learning intervention
Despite growing evidence for a relation between individuals' time use practices, their wellbeing, and potential negative outcomes regarding the vision of a sustainable future, knowledge on time-related learning outcomes and how to foster them remains scarce in Environmental and Sustainability Education scholarship and practice. In this explorative study, we aimed to find out how time use competence can be fostered within the framework of a school…
Psychology (7 works) · Sociology (7 works) · Sustainability (7 works) · Environmental Education and Sustainability (6 works) · Pedagogy (5 works) · Sustainability in Higher Education (5 works) · Computer Science (4 works) · Engineering (4 works) · Engineering ethics (4 works) · Political science (4 works)