A cross-cultural comparative study of sustainability consciousness between students in Taiwan and Sweden

Abstract

Education for sustainable development (ESD) is promoted as one important component in the endeavor toward sustainable development. Goal 4 in the Sustainable Development Goals (UN in Sustainable development goals-17 goals to transform our world, 2017) in particular targets the role of ESD in this respect. The importance of cultural specificity in ESD is emphasized in numerous international policy documents, but there are few crosscultural studies that focus on the broad context of sustainable development and ESD. The current study investigates the sustainability consciousness of grade 12 students (age 18-19) in Taiwan (N = 617) and Sweden (N = 583) and discusses the implications for ESD policy and practice. The findings indicate that significant differences exist between the two samples, both with respect to their sustainability consciousness and within the three subconstructs of knowingness, attitudes and self-reported behaviors. The differences are considered in light of the cultural value orientations of the East Asian and Western European regions. Implications for ESD are discussed from the perspective of cultural specificity.

Motivations behind individuals’ energy efficiency investments and daily energy-saving behavior: The case of China

“…Fewer people stated „fewer costs “ as a reason to purchase sustainable goods, most people assigned environment conservation, safety and health (Li et al 2017 ). As interviewees „measure themselves against a social norm “, their answers „generally contain a component of social desirability “ (Berglund et al 2020 ).…”

Sustainability and Educational Technology—A Description of the Teaching Self-Concept

“…It is notable that, although the collective of male Secondary teachers describes themselves as being significantly more knowledgeable of the environmental impact caused by ICT with a greater capacity to apply this knowledge in their teaching and to be able to educate the educational community in the eco-sustainable use of ICT than women, no statistically significant differences were found between Primary and Secondary teachers as regards the capacity to help others to manage situations in which the use of technologies has a great environmental impact and to pass on this knowledge. These questions have an effect on the ability to train and inform students and families about the appropriate use of ICT [93]. Indeed, these items along with recognition of the environmental impact caused by the use of technologies are the only ones in which no significant differences can be seen between the two stages.…”

A Holistic Approach to Education for Sustainability: Ecofeminism as a Tool to Enhance Sustainability Attitudes in Pre-service Teachers

“…This can be understood by the socioeconomic differences between the two countries; it has been demonstrated (MÛnus, 2019) that even in the same country aspects of environmental awareness are strongly determined by the studentsí socioeconomic background. Berglund et al (2020) also point out to the cultural context as a factor determining the sustainability consciousness.…”