Understanding the impact of social learning forms on environmentally sustainable consumption behavior among school children

Abstract

Purpose

The learning environment is not a vacuum, but rather is rich in social contexts with innumerable points, interests, and beliefs. This takes one of the concepts of “social learning” which is not just a natural occurring phenomenon but also a way of organizing learning and communities of learners. Social Learning (SL) tends to refer to learning that takes place when divergent interests, norms and values of reality meet in an environment that is conducive to learning. This paper helps to determine the impact of SL forms on environmentally sustainable consumption behavior among school children.

Design/methodology/approach

After conducting an experimental study among school children, data were analyzed using ANOVA. The total sample size was 760.

Findings

SL forms as an intervention influence environmentally sustainable consumption behavior (ESCB) among school children. The findings of this paper suggest that SL techniques such as visuals had been able to positively impact the constructs like knowledge, comprehension, and application. This was very much supported by observations of children, interactions with them and the upfront support provided by school and teachers.

Research limitations/implications

Based on the result, the paper identified that although SL forms influence the ESCB, there is a need to identify the most effective SL forms having impact on ESCB.

Practical implications

This study will help marketers to understand that what type of learning forms can be used to enhance the environmentally sustainable consumption behavior among children.

Originality/value

This paper is completely an original work carried out by the author.

Citation

Sharma, M. (2022), "Understanding the impact of social learning forms on environmentally sustainable consumption behavior among school children", International Journal of Educational Management, Vol. 36 No. 7, pp. 1097-1111. https://doi.org/10.1108/IJEM-01-2022-0047