Shaping pro-environmental behaviors through eco-diaries and research-based projects
An experimental study of business students at Yangzhou University
Bibliographic Data
| ID | 21720804 |
|---|---|
| Authors | Ying Qin (0000-0003-2683-206X, Yangzhou University College of International Studies, , Yangzhou), Chengbin Qin (0009-0005-9522-8888, Seoul School of Integrated Sciences and Technologies , Seoul, ; School of Artificial Intelligence, Jilin International Studies University, Changchun, China and Yonsei University, Seoul, Republic of Korea) |
| Year | 2025 |
| Volume | 26 |
| Issue | 7 |
| Pages | 1697-1710 |
| Publication date | 2025-10-29 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Sustainability in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 1467-6370 • E-ISSN: 1758-6739 |
| Publisher | Emerald (PUBLISHER) |
| DOI | 10.1108/ijshe-03-2024-0222 |
| OpenAlex | W4404149232 |
| Language | EN |
| Citations received | 1 |
| References cited | 42 |
Purpose This paper aims to identify the effects of two types of teaching approaches, namely, project-based learning and place-based learning, on the development of pro-environmental behaviors among university students. Design/methodology/approach This study used a pre-test–post-test experimental design to evaluate the efficacy of project- and placed-based learning in promoting pro-environmental behaviors among university students. Participants were randomly allocated to either the project-based learning cohort (consisting of 50 participants) or the place-based learning cohort (also consisting of 50 participants). The pre-test assessments evaluated the initial pro-environmental behaviors of the participants. Then, interventions were conducted with the help of instructors. The project-based learning intervention necessitated participants to collectively take part in real-life problem-solving endeavors about environmental matters. On the other hand, the place-based learning intervention prompted participants to record and contemplate their interactions with the surrounding environment. Both interventions sought to augment participants’ understanding, beliefs and actions related to the environment. After the interventions, post-test assessments were carried out to assess any alterations in participants’ pro-environmental behaviors. Mean analysis and paired sample t-test were performed to examine the differences among the pre-test and post-test for both project- and place-based learning. Findings The findings of this study indicate that the participants have exhibited improved pro-environmental behaviors, including environmental activism, non-activist behaviors and private sphere green behaviors. Originality/value This research is original in its analysis of project- and place-based learning approaches for fostering pro-environmental behaviors. By using a pre-test–post-test experimental design, this study provides empirical evidence on the effectiveness of these active learning strategies in shaping environmental attitudes and actions
Environmental education · Environmental planning · Environmental research · Geography · Pedagogy · Sociology · Sustainability · Educational Environments and Student Outcomes · Environmental Education and Sustainability · Psychology · Sustainability in Higher Education · Ecology
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| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |