Social innovations have potential to enhance transformations towards sustainable consumption. Sixty-two cases were analysed to develop a policy relevant typology of social innovations for sustainable consumption. Five types of innovations for sustainable consumption sustainable energy richard dunlap pdf identified each responding to specific measures of support. Social innovations are often assumed to have high potential for promoting sustainable development and transformation towards more sustainable consumption practices.
Meanwhile, the spectrum of social phenomena that are labelled as socially innovative is quite diverse and heterogeneous, ranging from urban gardening projects to swapping and sharing platforms to Do-It-Yourself workshops. This article describes a research project where sixty-two cases of potential social innovations for sustainable consumption were analysed, based on a process model combining innovation and practice theory. Thorough document and case analyses revealed five distinguishable types of innovation: Do-It-Together, Strategic Consumption, Sharing Communities, Do-It-Yourself and Utility-enhancing Consumption. Based on this typology, type-specific measures to overcome problems and strengthen advantages are presented which help practitioners in politics, administration, associations and foundations to support social innovations for sustainable consumption.
For sustainability science the typology can add to a more thorough understanding of the multi-faceted field of social innovation for sustainable consumption. Thereby the study takes up theoretical and practical desiderata stressed by other authors in this field. However, we agree with other authors that further research is necessary to assess the ecological, social and economic impacts of social innovations for sustainable consumption. Check if you have access through your login credentials or your institution. The study determined if the children’s environmental attitudes and behaviors are different at sustainable schools and conventional schools. Children attending sustainably designed schools had significantly more pro-environmental attitudes and behaviors. There was no difference between the two types of school in children’s attitudes towards Eco-rights.
The findings corroborate research recognizing sustainable school buildings as agents for raising environmental education efficacy. It is suggested that school designers and educators might collaborate to create schools that facilitate learning through engagement with ESD. This study aimed to determine whether the environmental attitudes and behaviors of children attending primary schools designed or adapted for sustainability are different from those of children attending conventional schools. The findings indicate that children attending primary schools designed to engage them with sustainable design had significantly more pro-environmental attitudes and behaviors. Thus, it is suggested that pedagogies for environmental education should be developed that require children to directly engage when learning with sustainable design features such as solar panels, the use of recycled water, natural daylighting, gardens and outdoor classrooms. The word “biochar” is a combination of “bio-” as in “biomass” and “char” as in “charcoal”.