000109493 001__ 109493 000109493 005__ 20230519145503.0 000109493 0247_ $$2doi$$a10.1108/IJSHE-07-2021-0315 000109493 0248_ $$2sideral$$a125644 000109493 037__ $$aART-2021-125644 000109493 041__ $$aeng 000109493 100__ $$0(orcid)0000-0002-3580-5947$$aCollado, Silvia$$uUniversidad de Zaragoza 000109493 245__ $$aInnovation for environmental sustainability: longitudinal effects of an education for sustainable development intervention on university students’ pro-environmentalism 000109493 260__ $$c2021 000109493 5060_ $$aAccess copy available to the general public$$fUnrestricted 000109493 5203_ $$aPurpose Although education for sustainable development (ESD) is a key tool in the transition to a more sustainable society, its integration in higher education remains scarce. One reason for this is that more evidence is needed about the effectiveness of ESD interventions. This study aims to address this gap in the literature by examining the immediate and long-term effects of an ESD intervention on university students' pro-environmental knowledge, personal environmental norm and pro-environmental behaviors. Design/methodology/approach This study used a quasi-experimental design that examined to what extent participating in an ESD intervention influenced university students' self-reported pro-environmentalism (i.e. experimental group), compared to those who did not participate in the ESD intervention (i.e. control group). The authors also examined the longitudinal effects of the ESD intervention by recording students' pro-environmentalism (both in the experimental and control group) 1 year after the intervention. Findings The findings showed that participation in the ESD intervention enhanced students' pro-environmental knowledge, personal environmental norms and pro-environmental behaviors relative to the no-participation control group. The positive effects of the ESD intervention remained 1 year after the program finished. Originality/value This work explores the effects that ESD interventions have on university students. Its findings provide evidence about the effectiveness of the intervention and, therefore, support the inclusion of ESD at higher educational levels. 000109493 536__ $$9info:eu-repo/grantAgreement/ES/MICIU/PGC2018-095502-B-I00 000109493 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc$$uhttp://creativecommons.org/licenses/by-nc/3.0/es/ 000109493 590__ $$a4.12$$b2021 000109493 592__ $$a0.857$$b2021 000109493 594__ $$a5.6$$b2021 000109493 591__ $$aEDUCATION & EDUCATIONAL RESEARCH$$b44 / 270 = 0.163$$c2021$$dQ1$$eT1 000109493 593__ $$aHuman Factors and Ergonomics$$c2021$$dQ1 000109493 591__ $$aGREEN & SUSTAINABLE SCIENCE & TECHNOLOGY$$b5 / 9 = 0.556$$c2021$$dQ3$$eT2 000109493 593__ $$aEducation$$c2021$$dQ1 000109493 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion 000109493 700__ $$aMoreno, José David$$uUniversidad de Zaragoza 000109493 700__ $$0(orcid)0000-0003-4417-5470$$aMartín-Albo, José$$uUniversidad de Zaragoza 000109493 7102_ $$14009$$2740$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicología Social 000109493 7102_ $$14009$$2620$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Metod.Ciencias Comportam. 000109493 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac 000109493 773__ $$g23, 6 (2021), 1277-1293$$pInternational Journal of Sustainability in Higher Education$$tInternational Journal of Sustainability in Higher Education$$x1467-6370 000109493 8564_ $$s467301$$uhttps://zaguan.unizar.es/record/109493/files/texto_completo.pdf$$yVersión publicada 000109493 8564_ $$s1841826$$uhttps://zaguan.unizar.es/record/109493/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada 000109493 909CO $$ooai:zaguan.unizar.es:109493$$particulos$$pdriver 000109493 951__ $$a2023-05-18-15:02:51 000109493 980__ $$aARTICLE