Abstract
Recent reports, initiatives, and activities around higher education institutions revealed the relevance and value of sustainability education through both formal curriculum and informal curriculum activities. While the significance of sustainability education has continuously improved by raising awareness among new generations of students, it has not adequately promoted pro-environmental behaviors or attitude changes. This research study used a linear pretest–posttest experimental approach to understand whether two codesigned interventions; a trash and recycling bin system, and a Materials Exchange program, could improve sustainability literacy and material conservation behaviors across the School of Design. Additionally, a mid-experiment focus group study was conducted to provide text-rich data for analysis of 3R behaviors. Analysis of the data collected revealed that these interventions were reasonably successful in improving responsible material management. To have a greater impact on sustainable behavior, it is suggested that a formal educational experience should supplement the informal interventions described in this paper to onboard students as they enter the design studio culture. Additionally, the expansion of the trash and recycling bin station system into the university dormitories is discussed. This work has successfully catalyzed a collaboration between all School of Design stakeholders to address studio waste in a tangible way.
Highlights
The United Nations has promoted the importance of integrating their Sustainability Development Goals agenda into higher education to enhance sustainability literacy for students [2]
The iterative process of improving the signage above the trash and recycling stations to reflect common disposal errors improved the overall observations of the bin content every week
Consistent with other studies, positive recycling behaviors were observed with the setting up of a recycling station [27,28,29], incentives for recycling [30] in our case through the collective benefit of recouping 5¢ deposits, and informational messaging to encourage adherence [31,32]
Summary
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. UNESCO’s framework of Education for Sustainable Development 2030 aims to provide the knowledge, awareness, and action that empower people to transform themselves and transform societies through education [1]. The United Nations has promoted the importance of integrating their Sustainability Development Goals agenda into higher education to enhance sustainability literacy for students [2]. Such efforts affirm the significance of sustainable development in higher education.
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