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Sustainability Education Through Green Facades: Effects of a Short-Term Intervention on Environmental Knowledge, Attitude, and Practices

Author

Listed:
  • Annalisa Pacini

    (Institute of Biology Education, University of Cologne, 50931 Cologne, Germany
    These authors contributed equally to this article and share first authorship.)

  • Marie Brüggemann

    (Institute of Psychology, Otto-von-Guericke University, 39016 Magdeburg, Germany
    These authors contributed equally to this article and share first authorship.)

  • Maren Flottmann

    (Institute of Biology Education, University of Cologne, 50931 Cologne, Germany)

  • Jörg Großschedl

    (Institute of Biology Education, University of Cologne, 50931 Cologne, Germany)

  • Kirsten Schlüter

    (Institute of Biology Education, University of Cologne, 50931 Cologne, Germany)

Abstract

Teaching can contribute substantially to achieving the Sustainable Development Goals (SDGs) by addressing traditional curriculum-relevant topics in new contexts related to sustainability. A suitable context is green facades, which support several SDGs at once. The aim of sustainability education should be to foster all components of the KAP triad, i.e., not only promoting environmental knowledge (K) and attitude (A) but also enabling appropriate practices (P). This study analyzes the effect of a short-term didactic intervention on green facades (4 h) on the KAP triad. Pre-, post-, and follow-up tests were conducted with n = 71 students aged M = 14.19 ( SD = 1.54). Knowledge and attitude development were analyzed using ANOVA. Regression analyses were calculated to assess the relations of knowledge and attitude with practices. The results show that even a short-term intervention can lead to longer-term effects regarding knowledge growth but will only bring about short-term changes in attitude. Attitude items with the strongest change were not related to students’ direct or immediate activities. In addition, environmental knowledge and attitude appear to support different kinds of activities. Therefore, it seems important that didactic interventions focus on knowledge and attitude to enable students to engage in pro-environmental behaviors.

Suggested Citation

  • Annalisa Pacini & Marie Brüggemann & Maren Flottmann & Jörg Großschedl & Kirsten Schlüter, 2025. "Sustainability Education Through Green Facades: Effects of a Short-Term Intervention on Environmental Knowledge, Attitude, and Practices," Sustainability, MDPI, vol. 17(6), pages 1-20, March.
    • Handle: RePEc:gam:jsusta:v:17:y:2025:i:6:p:2609-:d:1613305
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    References listed on IDEAS

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