Scenario 4: Environmental Awareness

⦁ Institutions Involved:

• VET providers: Leading the project and providing academic support.
• Local Government and NGOs: Partnering to provide real-world challenges and data.
• Companies (in the field of environmental protection): Offering insights and practical challenges related to environmental awareness.

⦁ Challenge Providers: Local Government & NGOs, Companies.

⦁ Number of Learners: 20-30 students divided into 4-5 teams of 6 members each.

⦁ Learners: VET students in fields such as sustainability, climate protection, environmental technology.

⦁ Duration: 4-5 months.

Design and implement a community-wide environmental awareness strategy using innovative methods (including digital tools and behavioral nudges) to promote sustainable behavior and reduce environmental impact.

The task of the project involves the following objectives:

• Conduct in-depth research on local and global environmental issues (e.g. waste, energy, water use, etc.).
• Identify behavior-related barriers to sustainability in everyday life.
• Apply nudging techniques to encourage environmentally responsible actions (e.g. energy saving, waste sorting, sustainable transport).
• Co-create and test digital and analog tools that promote sustainable choices.
• Collaborating with local stakeholders to implement and evaluate the proposed solutions.
• Raise public awareness and monitor behavioral change.

• Structure of the Challenging Case:

Students analyze real-world environmental challenges in their community (e.g. inefficient energy use, overconsumption, littering, lack of recycling), identify behavioral patterns, and co-develop low-threshold interventions to improve habits. These include public campaigns, gamified apps, default settings for energy-saving devices, or signage that encourages desired actions. The interventions are prototyped, tested, and refined based on feedback and data.

• Guiding Questions:
  • How can communities become more environmentally aware and sustainable?
  • Which behavioral patterns hinder sustainability, and how can they be shifted?
  • How can nudging and digital tools be used to support sustainable choices?
  • What best practices from other communities can be adopted?

Problems to be Solved:

• Root Cause Analysis: Identify key environmental issues and their behavioral components
• Data Collection: Use surveys, interviews, and environmental audits to establish baselines and track impact.

Statement of Local Issues:

• Stakeholder Engagement: Engage municipalities, schools, businesses, and households to co-create and support initiatives

Problem-Solving Strategies:

• • Literature and Best-Practice Research
  • Empathy-Building and Behavioral Observation
  • Ideation Using Nudging and Behavioral Science
  • Technological Development
  • Evaluation and Iteration
  • Reflective Workshops and Presentations

Literature and Best-Practice Research: Before any solution is designed, students conduct comprehensive research to understand environmental challenges, successful case studies, and scientific data. This includes analyzing global and local sustainability reports, behavioral studies, and examining how other communities have used nudging (e.g., visual cues, social norms) to improve environmental behavior.

Goal: Establish a strong evidence base to inform creative and context-relevant solutions.

Empathy-Building and Behavioral Observation: Students engage with community members, observe public spaces (e.g., recycling stations, energy use habits), and conduct interviews or surveys to gain insights into daily behaviors, attitudes, and pain points. This helps identify psychological and situational barriers to pro-environmental actions.

Goal: Understand human behavior deeply to design subtle nudges that feel natural and respectful.

Ideation Using Nudging and Behavioral Science: Based on their findings, students brainstorm interventions that influence behavior without restricting freedom of choice. These could include:

• Default options (e.g., double-sided printing or green energy)
• Feedback mechanisms (e.g., energy dashboards)
• Social comparison (e.g., “Most neighbors recycle!” posters)
• Framing effects (e.g., highlighting losses instead of gains)

Students use tools like Design Thinking or the EAST framework (Easy, Attractive, Social, Timely) to shape these ideas.

Goal: Develop low-cost, high-impact nudges that promote sustainable choices.

Technological Development: Students leverage digital tools—such as mobile apps, QR-code-based engagement platforms, or interactive dashboards—to support and scale their interventions. For example, an app might send gentle reminders to reduce food waste or suggest eco-friendly transport routes.

Goal: Use technology not just to inform, but to encourage real-time behavior change.

Evaluation and Iteration: All interventions are tested in small pilots. Students collect feedback through observation, surveys, or data analytics (e.g., changes in recycling bin usage). Based on results, they adjust and improve their strategies. This aligns with the iterative nature of CBL and reinforces critical reflection.

Goal: Ensure that solutions are not only innovative but also practical, effective, and adaptable.

Reflective Workshops and Presentations: Students regularly reflect on what they’ve learned and how their solutions impact the community. They discuss what has worked, what has not, and how human behavior have responded to interventions. This culminates in a final presentation to stakeholders, fostering a strong sense of ownership and empowerment.

Goal: Deepen metacognitive skills and develop a lifelong capacity to lead sustainable change.

Through the integration of these strategic approaches, students will not only generate creative solutions but also develop the abilities and understanding required to assume significant roles in the field of environmental awareness. Initiatives for education and community involvement will be launched concurrently in order to increase understanding, encourage behavior modification, and create a conducive atmosphere for elevating a community’s environmental awareness.

Timeframes of Activities by months:

• Month 1-2: Research, stakeholder interviews, behavior mapping.
• Month 3: Ideation and development of nudges and tools.
• Month 4: Pilot testing, iteration, reflection.
• Month 5: Presentation, community implementation, follow-up.

Immediate Outcomes:

• • Environmental behavior mapping and issue identification
  • Prototypes of behavior change interventions
  • Increased stakeholder and citizen engagement

Long-Term Outcomes:

• • Student-led sustainability initiatives
  • Institutional partnerships for ongoing environmental efforts
  • Improved environmental habits across target groups

Innovative Aspects:

• • Integration of behavioral science and environmental education
  • Use of digital nudging tools (e.g., reminders, social proof messages)
  • Cross-sector collaboration for sustainable local change.

• Owners of the Result:
  • Local Governments and communities
  • Involved companies and NGOs
  • VET institutions
• Related Outcomes:
  • Reduced environmental footprint of community practices
  • Culture of behavioral reflection and green innovation
  • Strengthened collaboration for sustainable transitions
• Environmental Changes:
  • Increased community recycling rate through awareness campaigns and nudging strategies (e.g., color-coded bins, signage, public feedback displays), households and businesses increase their proper waste separation practice resulting in a measurable rise in recycling rates.
  • Reduction in local energy consumption by promoting energy-saving behaviors—such as switching off unused devices, using smart meters, and installing default low-energy settings.

The project’s success will be measured by its contribution to a more environmentally friendly community. By fostering innovation, collaboration, and community engagement, the project aims to create a lasting impact on environmental awareness and pave the way for a more sustainable future.

By engaging students in a Challenge-Based Learning System focused on a community-wide environmental awareness strategy, they become active participants in solving real-world problems. This not only enhances their understanding of environmental awareness but also equips them with valuable skills for the future. Some of these skills are listed below.

Technical Skills:

• Data Analysis and Visualization: Students will hone their skills in collecting, analyzing, and interpreting data on environmental awareness topics. They will also learn to use data visualization tools to effectively communicate findings.
• Digital Literacy: Project activities will involve utilizing various digital tools and platforms, including social media, educational software, and potentially mobile app development. Students will gain proficiency in navigating the digital landscape and applying these tools for environmental awareness solutions.
• Project Management: Participating in a collaborative project fosters project management skills such as planning, organization, task delegation, and meeting deadlines. Students will learn to manage their time effectively and collaborate productively within a team.

Problem-Solving and Critical Thinking:

• Systems Thinking: The project requires analysis of real-world environmental challenges, considering the interaction between different components. This fosters system thinking and the ability to identify root causes of problems.
• Creative Problem-Solving: Students will be challenged to develop innovative solutions to environmental awareness challenges. Brainstorming techniques, design thinking methodologies, and user-centered approaches will be employed to encourage creative thinking and the generation of effective solutions.
• Critical Evaluation: Throughout the project, students will be required to critically evaluate proposed solutions, consider their feasibility, and assess their potential impact on the community.

Communication and Collaboration:

• Effective Communication: Students will need to communicate effectively with diverse audiences, including peers, stakeholders (local government, NGOs, companies), and the community. They will hone their written, verbal, and visual communication skills.
• Teamwork and Collaboration: The project emphasizes collaborative learning, requiring students to work effectively within a team. They will learn to share ideas, manage conflict, and contribute to achieving common goals.
• Stakeholder Engagement: The success of the project hinges on productive relationships with stakeholders. Students will develop skills in stakeholder identification, communication, and collaboration, understanding the importance of involving various players in the solution development process.

This comprehensive set of competencies will empower students to become future experts in environmental awareness solutions. They will be equipped to tackle complex problems, innovate solutions, collaborate effectively, and contribute to a more sustainable future.

•  Plastic waste management, a matter for the ‘community’ – Oliver Drzyzga & Auxiliadora Prieto (English)
• Community Environmental Education Through A Local Knowledge-Based Learning Program On Plastic Waste Management – Riana Sunari & Sri Nurhayati (English)
• Environmental Awareness Based on Community Knowledge, Attitude, and Behavior of The Environmental Impact of Plastic Packaging Use in Urban Areas – Herdis Herdiansyah, Salma Mar’atus Sholihah and Evi Frimawaty (English)
• Plastic waste and its management strategies for environmental sustainability – Niyitanga Evode, Sarmad Ahmad Qamar, Muhammad Bilal, Damià Barceló, Hafiz M.N. Iqbal (English)
• Environmental Awareness and the Use of Disposable Plastic – Araya Wongklaw, Sasisopha Woranitiyaowapha, Ranchana Worahan, Pakpop Lekawat, Dr. Ponlkrit Yeesin (English)
• Plastic and Microplastic in the Environment – Hohenblum Philipp, Liebmann Bettina, Liedermann Marcel (English)
• How Can We Reduce the Environmental Impact of Plastics? – OECD You Tube Channel (English)
• (PLASTIK) – A wake up call to end plastic pollution – UN Environment Programme You Tube Channel (English)
• Wie Gemeinden Abfall vermeiden können (How municipalities can avoid waste) – Umweltbundesamt.at (Deutsch)
• Supporting users in correctly separating and disposing of their packaging and other waste materials – Digi-Cycle.at (Deutsch)
• Guia Boas Práticas – A arte de reduzir o plástico – Associação Portuguesa de Lixo Marinho (Portuguese)
• Educación ambiental: para contribuir a la solución (2024) – MITERD (Spanish)
• Reducir Plástico – © 2024 Reducir Plástico (Spanish)
• Il futuro? Dipende da noi – Ministero dell’Ambiente (Italian)
• STRUMENTI PER LA CONOSCENZA E CONSAPEVOLEZZA AMBIENTALE – ISPRA Ambiente (Italian)
• Ciencia BIEN explicada para Educación Secundaria y Ciclos Formativos – Ambientech (Spanish)
• Education for sustainable development (Spanish)

1. UNESCO (2020). Education for Sustainable Development: A Roadmap. Link: https://unesdoc.unesco.org/ark:/48223/pf0000374802 (accessed on 09.07.2025).

2. OECD (2017).
   Behavioural Insights and Public Policy: Lessons from Around the World. Link: https://www.oecd.org/en/topics/behavioural-science.html (accessed on 09.07.2025)
3. Kollmuss, A., & Agyeman, J. (2002).
   Mind the Gap: Why Do People Act Environmentally and What Are the Barriers to Pro-Environmental Behavior?
   Environmental Education Research, 8(3), 239–260. Link: https://www.tandfonline.com/doi/abs/10.1080/13504620220145401
4. Darnton, A. (2008).
   Reference Report: An Overview of Behaviour Change Models and Their Uses. UK Government Social Research. Link: https://assets.publishing.service.gov.uk/media/5a7f0d5940f0b6230268d23a/Behaviour_change_reference_report_tcm6-9697.pdf