Toward behavioral learning outcomes: a case study of an experiential learning approach and students’ self-reported facilitators and barriers for pro-environmental behavior

Purpose This study aims to explore students’ learning outcomes related to sustainable development (SD) key competencies through an experiential learning (EL) approach and to deepen the understanding of facilitators and barriers influencing pro-environmental behavior change. Design/methodology/approach As part of a bachelor’s program in Health Promotion, a SD course was designed using an EL approach. Following principles and methods from quality management, students planned, implemented, and analyzed their individual two-week pro-environmental behavior change. Reports from 39 students were then examined using summative content analysis. Findings The selected pro-environmental behaviors included increased physical activity (linked to reduced car use), resource conservation (e.g., recycling or reduced consumption), a shift toward more sustainable food choices (e.g., organic products or reduced meat intake), and reduced screen time. The findings revealed that the EL approach effectively addressed all eight key competencies for Education for SD (ESD), extending beyond critical thinking to include socio-emotional learning and behavioral outcomes. In addition, the results showed that facilitators and barriers to pro-environmental behaviors varied and were behavior specific. Originality/value The two-week project provided students with a real-world learning experience, fostering an understanding of their role in the community and society, as well as the interconnectedness of sustainability challenges. In comparison to other research on ESD, this EL approach was particularly effective in stimulating the self-awareness competency within the context of systems thinking and action-oriented change. Through active participation in behavior change, students were able to reduce both psychological and practical barriers to sustaining these actions.