Kardoyo Kardoyo, Lola Kurnia Pitaloka, Muhammad Feriady, Via Amalia
This study examines the effectiveness of the Eco-Innovator Learning Cycle (EILC) pedagogy in advancing education for sustainable consumption. Despite increasing awareness of sustainability, a persistent value–action gap remains in educational practice, as students often fail to translate knowledge into sustainable behaviours. To address this challenge, the EILC was developed as a structured model integrating sustainable consumption theory, behaviour change frameworks, and critical pedagogy. A quasi-experimental design was employed with 360 secondary students from six schools, divided into an experimental group receiving instruction through the EILC and a control group taught using conventional methods. Quantitative data were collected through pre-and posttests measuring knowledge, attitudes, and behaviours, complemented by assessments of student projects. The results indicated that the experimental group outperformed the control group across all dimensions, with moderate-to-large effect sizes. Knowledge scores improved significantly, attitudes toward sustainability became more positive, and behavioural outcomes demonstrated the strongest gains. Student projects further highlighted creativity, feasibility, and tangible impact, reflecting the pedagogy’s ability to foster agency and critical reflection. Nevertheless, the study is constrained by its quasi-experimental design, the reliance on self-report measures, and the relatively short intervention period, which may limit the generalisability of the findings. Future research could employ longitudinal and mixed-methods designs, incorporating observational or behavioural indicators to capture more robust evidence of sustained change. Even with these limitations, the EILC offers a practical and adaptable pedagogical framework that can be integrated into existing curricula with modest resource demands, providing actionable guidance for teachers, school leaders, and policymakers seeking to strengthen education for sustainable consumption. © 2026, Malque Publishing. All rights reserved.
Economic Education Department, Faculty of Economics and Business, Universitas Negeri Semarang, Semarang, Indonesia
