Using tourism free‐choice learning experiences to promote environmentally sustainable behaviour: the role of post‐visit ‘action resources’

Abstract

This paper argues the need for the providers of ecotourism and other free-choice environmental learning experiences to promote the adoption of environmentally sustainable actions beyond their own sites, when visitors return to their home environments. Previous research indicates that although visitors often leave such experiences with a heightened awareness of conservation issues and intentions to adopt environmentally responsible behaviors, only a minority translate these intentions into real actions. Building on research and theory in relation to visitor experiences in free-choice learning environments, the paper identifies three different stages in the educational process and proposes a strategy for facilitating the translation of visitors' behavioural intentions into the adoption of sustainable actions through the provision of post-visit action resources.

Visitors’ learning for environmental sustainability: Testing short- and long-term impacts of wildlife tourism experiences using structural equation modelling

“…The provision of post-visit 'action resources' that focus on behavioural rather than cognitive outcomes may help to rectify this. The use of such resources to encourage the translation of behavioural intentions into real actions, as suggested by Ballantyne and Packer (2009c), is a strategy that needs further examination in terms of its potential contribution to the long-term behavioural impact of a wildlife tourism experience.…”

Assessing the Role of Ecotourism Training in Changing Participants' Pro-Environmental Knowledge, Attitude and Behaviour

“…Studies of the effectiveness of environmental education (EE) programmes and interpretation activities are well documented worldwide (Farmer, Knapp, & Benton, 2007;Hughes & Saunders, 2005;Kuo, 2002;Madin & Fenton, 2004;Powell & Ham, 2008;Tubb, 2003). The current literature suggests that EE programmes aim to encourage pro-environmental knowledge, attitudes and behaviours (Ballantyne & Packer, 2011;Hsu, 2004;Stern, Powell, & Ardoin, 2008). Farmer et al (2007) stated that an EE programme could enhance an individual's pro-environmental behaviours.…”

“…However, interpretation and EE programmes are often undervalued as the participants' knowledge accumulates progressively from undertaking these programmes. Such programmes could also play an important role in reinforcing participants' knowledge, even if they already possess extensive environmental knowledge and display appropriate behaviours and activities (Ballantyne & Packer, 2011;Kuo, 2002).…”

Using mobile learning in free-choice educational settings to enhance ecological literacy

“…However, as noted by Ballantyne and Packer (2011), research also indicates that although visitors often leave a free-choice educational setting with enhanced knowledge and an intention to adopt more environmentally-friendly behaviour, only a small number of visitors actually do so. Packer (2005, 2011) stress the need for further research to…”

“…Free-choice educational settings, such as zoos, aquariums, museums and visitor centres, offer unique learning experiences for relevant, context-based education (Ballantyne & Packer, 2011;Boyer & Roth, 2005). Learning in these settings can be described as either non-formal, in which a structured, guided educational programme is provided in which learners choose to participate, or informal, in which unstructured, unguided learning opportunities are provided.…”