In the international policy discourse on sustainable consumption and production, education is acknowledged to be a powerful tool in changing unsustainable patterns of consumption. Current educational policies and programmes have responded to the consumption challenge mainly by including and addressing consumption issues in formal tuition in different subjects. This article criticises such a perspective for neglecting informal and non-cognitive consumer learning processes that take place outside the classroom. As a more comprehensive approach to consumer learning Matthias Barth is a Professor for teaching and learning in environmental science at
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