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Social Learning of Sustainability in a Pandemic—Changes to Sustainability Understandings, Attitudes, and Behaviors during the Global Pandemic in a Higher Education Setting

Author

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  • Franzisca Weder

    (School of Communication and Arts, The University of Queensland, Brisbane 4067, Australia)

  • Jennifer Yarnold

    (Center for Policy Futures, The University of Queensland, Brisbane 4067, Australia)

  • Stefanie Mertl

    (School of Education, University of Klagenfurt, 9020 Klagenfurt, Austria)

  • Renate Hübner

    (School of Education, University of Klagenfurt, 9020 Klagenfurt, Austria)

  • Wilfried Elmenreich

    (Institute of Computer Engineering, University of Klagenfurt, 9020 Klagenfurt, Austria)

  • Robert Sposato

    (Institute for Production, Energy and Environmental Management, University of Klagenfurt, 9020 Klagenfurt, Austria)

Abstract

When people learn from each other and change their behavior accordingly, this is called social learning. COVID-19 not only taught us new habits to limit contagion, imposed restrictions also limited people’s everyday practices and behavior. Our study aims to analyze how (much) the pandemic may have incidentally fostered social learning of sustainability (SLS), representing a shift from rule-based behavior and forced behavior changes to more associative and potentially long-lasting sustainable behavior. To answer this question, we analyzed data from two mixed-method surveys with which we approached two customized samples in a higher education setting in Australia ( n = 100) and Austria ( n = 264). The findings show that in a higher education and, specifically, a university context, there are less sustainable practices evaluated as stable and “new normal” than assumed. Still, sustainability is more rule-related and less associative, predominantly in Australia. Nevertheless, a certain degree of awareness of what sustainable practices are can be observed mainly in Austria. As a broader implication, the study at hand leads to the conclusion that through COVID-19, sustainability at least became more tangible. Furthermore, universities as a specific institution have the potential to put sustainability higher on their agenda and take responsibility for social change. In the conclusion and outlook of the paper, limitations of the study as well as future research potential on social learning processes for sustainable development are presented and discussed.

Suggested Citation

  • Franzisca Weder & Jennifer Yarnold & Stefanie Mertl & Renate Hübner & Wilfried Elmenreich & Robert Sposato, 2022. "Social Learning of Sustainability in a Pandemic—Changes to Sustainability Understandings, Attitudes, and Behaviors during the Global Pandemic in a Higher Education Setting," Sustainability, MDPI, vol. 14(6), pages 1-18, March.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:6:p:3416-:d:771175
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    References listed on IDEAS

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    5. Franzisca Weder & Stella Lemke & Amornpan Tungarat, 2019. "(Re)storying Sustainability: The Use of Story Cubes in Narrative Inquiries to Understand Individual Perceptions of Sustainability," Sustainability, MDPI, vol. 11(19), pages 1-15, September.
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    1. Wadim Strielkowski & Svetlana Zenchenko & Anna Tarasova & Yana Radyukova, 2022. "Management of Smart and Sustainable Cities in the Post-COVID-19 Era: Lessons and Implications," Sustainability, MDPI, vol. 14(12), pages 1-17, June.
    2. Magdalena Iordache Platis & Cosmin Olteanu & Anca Luiza Hotoi, 2022. "Evolution of the Online Sales of Sustainable Products in the COVID-19 Pandemic," Sustainability, MDPI, vol. 14(22), pages 1-16, November.

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