Kardoyo, Lola Kurnia Pitaloka, Muhammad Feriady, Via Amalia
This study investigates a classroom pedagogy designed to transform secondary stu-dents’ consumption behavior by addressing the persistent value-action gap in sustainable con-sumption. Drawing on sustainable consumption theory, behavior change frameworks, and critical pedagogy, the Eco-Innovator Learning Cycle (EILC) was developed as a structured learning model linking sustainability knowledge with action in educational settings. A quasi-experimental design was implemented with 360 students from six secondary schools, comparing an experimental group taught using the EILC with a control group receiving conventional instruction. Quantitative data were collected through pre-and post-tests measuring sustainability-related knowledge, attitudes, and self-reported consumption behaviors, complemented by rubric-based assessments of student projects as supporting evidence of applied learning. Results indicate that the experimental group outperformed the control group across all measured dimensions, with a moderate-to-large effect size, and the strongest gains were observed in self-reported behavioral outcomes. Project outputs further suggest students’ capacity to design feasible and contextually relevant sustainability initiatives. While the findings suggest that the EILC is associated with im-provements in knowledge, attitudes, and reported behaviors, the reliance on self-reported measures and the quasi-experimental design limit strong causal inference. Nevertheless, the study provides evidence that the EILC offers a potentially scalable and adaptable framework for integrating sustainable consumption education into school curricula, with implications for educators, school leaders, and policymakers. © 2026 Kardoyo et al.
Economics Education Department, Faculty of Economics and Business, Universitas Negeri Semarang, Sekaran Campus, Semarang, 50229, Indonesia
