Motivation as a Tool for Sustainability in Education

Motivation as a Tool for Sustainability in Education

Donald Ndebele*, Ireen Phiri, Revolution Kufahakurotwi, Tazviona Sylvia Tirivanhu, Costa Musandipa, Doris Chasokela

Department of Technical and Engineering Education and Training, National University of Science & Technology, Zimbabwe

DOI: https://dx.doi.org/10.47772/IJRISS.2025.9010323

Received: 03 January 2025; Accepted: 08 January 2025; Published: 21 February 2025

ABSTRACT

As the world grapples with the complexities of sustainability, education plays a critical role in fostering the knowledge, skills, and motivation necessary for sustainable development. However, despite growing recognition of the importance of sustainability education, the role of motivation in driving sustainable behaviours and practices remains poorly understood. This conceptual paper addresses this knowledge gap by developing a novel framework that elucidates the motivational dynamics underlying sustainability transformation in educational settings. By integrating insights from motivational psychology, sustainability education, and social change theory, our framework reveals the complex interplay between intrinsic motivation, self-efficacy, and social norms in fostering sustainable behaviours and practices. We argue that by harnessing the power of motivation, educators can unlock the potential of sustainability education, inspiring a new generation of leaders and change-makers to co-create a more just, equitable, and environmentally conscious future.

Keywords: Motivation, Sustainability Education, Sustainable Behaviours, Self-Efficacy, Intrinsic Motivation

INTRODUCTION

The pursuit of sustainability has become an imperative in today’s world, as the escalating consequences of climate change, environmental degradation, and social inequality threaten the very foundations of our planet (3). Achieving the United Nations’ Sustainable Development Goals (SDGs) necessitates a profound transformation in human behaviour and motivation, beyond mere technological or policy advancements. This transformation is essential for fostering sustainable practices and ensuring long-term commitment to the SDGs (27).

Edwards et al (10) acknowledge that education plays a critical role in fostering the knowledge, skills, and motivation necessary for sustainable development. Tung et al (26) argue that education, as a key driver of behavioural change, has the potential to inspire and empower individuals to adopt sustainable lifestyles and practices. However, despite growing recognition of the importance of sustainability education, the role of motivation in driving sustainable behaviours and practices remains poorly understood.

Motivation is a multifaceted construct that has been extensively studied across various disciplines, including psychology, education, and sociology (4). In the context of sustainability education, Skinner et al (25) describe motivation as the drive or inclination to engage in behaviours and practices that promote environmental conservation, social justice, and economic development. Research by Kaushik et al (14) indicates that motivation is a pivotal factor influencing individuals’ willingness to adopt sustainable behaviours, such as reducing energy consumption, utilizing public transportation, and recycling. Therefore, there is an interplay of personal values, contextual factors, and psychological frameworks that shape these motivations, ultimately driving sustainable practices.

Despite the growing body of research on motivation and sustainability education, several knowledge gaps remain. For example, while there is evidence that intrinsic motivation – the drive to act based on personal values and interests – is a critical predictor of sustained behavioural change, there is limited research on how to cultivate and sustain intrinsic motivation in the context of sustainability education (16). Furthermore, Schorn (21) asserts that although social norms theory has demonstrated efficacy in fostering sustainable behaviours, there exists a scarcity of research concerning the utilisation of social norms to facilitate sustainability transformation within educational contexts.

Furthermore, there is a need for more research on the role of motivation in promoting sustainability transformation in different cultural and socio-economic contexts. While there is evidence that motivation is a critical factor in promoting sustainable behaviours in Western cultures, there is limited research on how motivation operates in non-Western cultures (7). Hence, there is a need for more research on how motivation intersects with other factors, such as education, income, and social status, to promote sustainability transformation. Conversely, the lack of consensus on culturally specific variables in motivation research highlights the need for further studies to develop a universal model that can effectively address sustainable behaviours across diverse cultural landscapes. This gap suggests that while some motivations may be shared, their expression and impact can vary significantly.

This paper seeks to address these knowledge gaps by developing a conceptual framework that elucidates the motivational dynamics underlying sustainability transformation in educational settings. By integrating insights from motivational psychology, sustainability education, and social change theory, this framework aims to provide a nuanced understanding of the complex interplay between motivation, self-efficacy, and social norms in fostering sustainable behaviours and practices.

Objectives

1. To identify key motivational factors that influence students’ engagement with sustainability education and their adoption of sustainable behaviours and practices.
2. To examine the implications of a proposed framework for the design and implementation of sustainability education programs that harness the power of motivation.
3. To discuss the potential of motivation as a tool for unlocking the potential of sustainability education and inspiring a new generation of leaders and change-makers.

Statement of the Problem

Despite the growing recognition of the importance of sustainability education in fostering knowledge, skills, and motivation necessary for sustainable development, there exists a significant knowledge gap regarding the role of motivation in driving sustainable behaviours and practices in educational settings. Specifically, the complex interplay between motivational factors, such as intrinsic motivation, self-efficacy, and social norms, and their impact on sustainability education outcomes remains poorly understood. This lack of understanding hinders the development of effective sustainability education programs that can inspire and empower students to adopt sustainable behaviours and practices, ultimately limiting the potential of education to contribute to a more sustainable future.

Research Questions:

1. What is the role of motivation in driving sustainable behaviours and practices in educational settings?
2. How do motivational factors, such as intrinsic motivation, self-efficacy, and social norms, interact to influence sustainability education outcomes?
3. How can educators harness the power of motivation to unlock the potential of sustainability education and inspire a new generation of leaders and change-makers?

LITERATURE REVIEW

The quest for sustainability has sparked a growing interest in understanding the psychological drivers of pro-environmental behaviour, with motivation emerging as a critical factor in promoting sustainable lifestyles and practices (17). Corral-Verdugo et al (8) argue that it is essential to examine the complex interplay between motivation, self-efficacy, and social norms in fostering sustainable behaviours and practices. This literature review aims to provide a comprehensive overview of the current state of knowledge on motivation and sustainability education, highlighting the key findings, gaps, and debates in the existing research.

Self-Determination Theory (SDT) posits that human behaviour is motivated by three innate psychological needs: autonomy, competence, and relatedness (9). According Ryan & Deci (20), intrinsic motivation – the drive to act based on personal values and interests – is a more sustainable and effective motivator than extrinsic motivation – the drive to act based on external rewards or pressures. Thus intrinsic motivation is a critical predictor of sustained behavioural change, including in the context of sustainability.

Social norms theory is another important framework for understanding motivation in the context of sustainability education (13). According to this theory, individuals are motivated to conform to social norms and expectations, even if it means changing their behaviour. For example, a study by Bonan (5) found that individuals were more likely to conserve energy when they were told that their neighbours were also conserving energy. However, the impact of social comparisons is strongest when the referent group is perceived as similar or proximate to the individual, such as neighbours from the same area.

In addition to SDT and social norms theory, several other frameworks and models have been developed to explain motivation in the context of sustainability education. For example, the Theory of Planned Behaviour (TPB) posits that an individual’s intention to engage in a behaviour is determined by their attitude towards the behaviour, their subjective norms, and their perceived behavioural control (28). Hence, TPB can be a useful framework for understanding motivation in the context of sustainability education.

Bopp et al (6) argue that intrinsic motivation is a critical predictor of sustained behavioural change, including in the context of sustainability. For example, a study by Fatoki (11) found that individuals who were intrinsically motivated to conserve energy were more likely to adopt energy-saving behaviours than those who were extrinsically motivated. Therefore, intrinsic motivation is a stronger predictor of pro-environmental behaviour than extrinsic motivation.

Notwithstanding the progress made in understanding the role of motivation in sustainability education, several research gaps and challenges persist. One of the key challenges is the development of effective strategies for promoting motivation and behavioural change in the context of sustainability education. While there is evidence that motivational interventions can be effective in promoting sustainable behaviours, there is limited research on the long-term effectiveness and scalability of these interventions (12). Furthermore, the development of motivational strategies that take into account the diversity of learners and the complexity of sustainability issues remains a significant challenge.

The generalisability of existing research on motivation and sustainability education is also a concern. Most studies have been conducted in Western, developed countries, leaving a significant knowledge gap regarding the applicability of these findings to diverse cultural and socio-economic contexts (2). The interplay between motivation and factors such as cultural values, socioeconomic status, and educational background is complex and multifaceted. Silverman et al (24) asserts that these factors significantly influence motivation and educational outcomes, but their interactions are not fully understood. Further research is needed to explore these complex relationships and develop culturally sensitive and effective motivational strategies for promoting sustainability transformation.

Proposed Conceptual Framework

The proposed conceptual framework illuminates the motivational dynamics underlying sustainability transformation in educational settings as illustrated in figure 1.

Figure 1. Conceptual framework of motivation as a tool of sustainability in education

Components of the conceptual framework

Motivation

Motivation is a critical component of the conceptual framework, as it drives individuals to engage in sustainability behaviours and practices. Motivation can be intrinsic or extrinsic, with intrinsic motivation being driven by personal values, interest, and satisfaction, and extrinsic motivation being driven by social norms, rewards, and recognition (1). In the context of sustainability education, intrinsic motivation is particularly important, as it leads to more sustained and meaningful behavioural change.

Self-efficacy

This is another essential component of the framework, as it influences an individual’s confidence in their ability to learn and practice sustainability behaviours. Self-efficacy is shaped by an individual’s experiences, social norms, and emotional states, and it plays a critical role in determining whether an individual will engage in sustainability behaviours (19). In the context of sustainability education, self-efficacy is particularly important, as it enables individuals to develop a sense of agency and control over their sustainability behaviours.

Sustainability education

This is a critical component of the framework, as it provides individuals with the knowledge, skills, and attitudes necessary to address sustainability challenges. Sustainability education encompasses a range of topics, including environmental science, social justice, and economic development, and it seeks to promote a deep understanding of the complex relationships between human and natural systems (23). Hence, sustainability education is critical, as it provides individuals with the knowledge and skills necessary to engage in sustainability behaviours and practices.

Social norms

They are also an essential component of the framework, as they influence an individual’s motivation to engage in sustainability behaviours. Social norms refer to the unwritten rules and expectations that govern human behaviour, and they play a critical role in shaping an individual’s attitudes and behaviours (22). Thus social norms are particularly important, as they can either support or undermine an individual’s motivation to engage in sustainability behaviours.

Contextual factors

They are the final component of the framework, as they influence an individual’s motivation, self-efficacy, and sustainability behaviours. Contextual factors refer to the social, physical, and economic contexts in which an individual lives and learns, and they play a critical role in shaping an individual’s attitudes and behaviours (18). Therefore, contextual factors are particularly important, as they can either support or undermine an individual’s motivation to engage in sustainability behaviours.

How do the framework components influence each other?

The relationships between motivation, self-efficacy, sustainability education, social norms, and contextual factors are complex and multifaceted. Motivation influences self-efficacy, as individuals with high motivation are more likely to develop confidence in their ability to learn and practice sustainability behaviours. Self-efficacy, in turn, influences learning outcomes in sustainability education, as individuals with high self-efficacy are more likely to engage with and retain sustainability knowledge. Social norms in educational settings influence motivation, as individuals are more likely to be motivated to learn and practice sustainability behaviours when they perceive that others are also engaging in these behaviours. Contextual factors in educational settings influence motivation, self-efficacy, and sustainability behaviours, as individuals are more likely to be motivated and engaged when they perceive that the educational setting supports and encourages sustainability behaviours.

A complex interplay of psychological and contextual factors influences an individual’s likelihood of engaging in sustainability behaviours and practices. At the heart of this interplay is motivation, which plays a critical role in shaping self-efficacy, or an individual’s confidence in their ability to learn and practice sustainability behaviours. As motivation increases, so too does self-efficacy, leading to improved learning outcomes in sustainability education. Furthermore, social norms in educational settings can either enhance or undermine motivation, as individuals are more likely to be motivated to learn and practice sustainability behaviours when they perceive that others are also engaging in these behaviours. Ultimately, motivation is a key driver of sustainability behaviours, and contextual factors in educational settings can either support or hinder motivation, self-efficacy, and sustainability behaviours. By understanding the complex relationships between motivation, self-efficacy, social norms, and contextual factors, educators and policymakers can design more effective sustainability education programs that promote lasting behavioural change.

The proposed framework seeks to foster a culture of sustainability within educational settings, promoting behaviours and practices that support environmental stewardship, social justice, and economic development. By integrating sustainability education into the curriculum, the framework aims to equip students, teachers, and the broader educational community with the knowledge, skills, and attitudes necessary to address the complex sustainability challenges of the 21st century. Ultimately, the framework seeks to ignite a spark of motivation and engagement among educational stakeholders, empowering them to become active agents of sustainability transformation and driving meaningful behavioural change that supports a more sustainable future.

Application of the proposed conceptual framework

The framework has several implications for sustainability education. Firstly, it highlights the importance of motivation in driving sustainability behaviours and practices. Educators and policymakers should therefore seek to promote intrinsic motivation, rather than relying solely on extrinsic rewards and recognition. Secondly, the framework emphasizes the critical role of self-efficacy in shaping an individual’s confidence in their ability to learn and practice sustainability behaviours. Educators and policymakers should therefore seek to promote self-efficacy, through the provision of opportunities for hands-on learning and skill-building. Thirdly, the framework highlights the importance of social norms in shaping an individual’s motivation to engage in sustainability behaviours. Educators and policymakers should therefore seek to promote social norms that support sustainability behaviours, through the creation of a supportive and inclusive learning environment.

CONCLUSION

In conclusion, the proposed conceptual framework provides a comprehensive and integrated approach to understanding the complex relationships between motivation, self-efficacy, sustainability education, social norms, and contextual factors. The framework has several implications for sustainability education, including the importance of promoting intrinsic motivation, self-efficacy, and social norms that support sustainability behaviours. By understanding the complex relationships between these factors, educators and policymakers can design more effective sustainability education programs that promote lasting behavioural change.

Conflict of Interest

The authors declare that they have no conflict of interest. No funding or financial support was received for this research. The authors have no personal or professional relationships that could be perceived as influencing the study.

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