Note from June 29, 2020
Although we do not yet know how long the social distancing related to the Covid-19 pandemic will last, and regardless of the changes that had to be made in the evaluation of the June 2020 session in relation to what is provided for in this learning unit description, new learnig unit evaluation methods may still be adopted by the teachers; details of these methods have been - or will be - communicated to the students by the teachers, as soon as possible.
Although we do not yet know how long the social distancing related to the Covid-19 pandemic will last, and regardless of the changes that had to be made in the evaluation of the June 2020 session in relation to what is provided for in this learning unit description, new learnig unit evaluation methods may still be adopted by the teachers; details of these methods have been - or will be - communicated to the students by the teachers, as soon as possible.
4 credits
30.0 h
Q2
Teacher(s)
Galand Benoît; Galand Benoît (compensates Van den Broucke Stephan); Van den Broucke Stephan;
Language
English
Main themes
This course aims to introduce the students to the strategies,methods and tools of psychology that are concerned with pro-environmental behavior. Special attentionis given to the psychological theories and models that help to identify the factors that predispose ,facilitate and/or maintain behaviors that are related to sustainable development, and to the effectiveness of interventions that aim to change these behaviors.The topicsthat are developed in the course include: behaviors related to sustainable development (e.g., recycling ,reduction of energy consumption, water saving, using environmentally friendly means of transportation); psychological determinants oft he pro-environmental behavior; interventions that improve the pro-environmental behavior; and diffusion of good pro-environmental practices
Aims
At the end of this learning unit, the student is able to : | |
| 1 |
The student will learn to analyze the psychological and behavioral factors that are related to sustainable development with reference to theories, research evidence, methods and relevant tools of psychology (B1). On the basis of thisanalysis,(s) he will be able to consider the role of human behavior in sustainable development, and identify the main psychological factors that predispose, facilitate, and maintain the behaviors of interest, based upon theories and evidence from psychological research (B2). Moreover,(s) he will be able to identify effective interventions to change these factors in order to contribute to sustainable development, by taking into account his analysis and contextual challenges(B2), and to distinguish approaches and interventions based on scientific evidence from those using common sense(E2). The student will also be able to communicate the result of his observations, his analysis and the conclusions regarding the effectiveness of suggested interventions in a clear, precise and structured way (C1-C2). |
The contribution of this Teaching Unit to the development and command of the skills and learning outcomes of the programme(s) can be accessed at the end of this sheet, in the section entitled “Programmes/courses offering this Teaching Unit”.
Content
Theobjective of the courseis to consider the contributionsofpsychologyto understanding and altering human activitiesthat affecttheenvironment.More specifically, itwill consider thetheories,modelsandmethodsderiving from fundamental psychologywhichcontributeto(1)identifying and prioritizing thebehaviorsthat must be modifiedto improvethe quality of the environment,(2)identifyingthefactorswhichcauseorinfluencethesebehaviors,(3)developingandapplyingevidence-based and/or theory-informed interventionsto modifytherelevantbehaviorsandtheirdeterminants,and(4)evaluatingtheeffectsoftheseinterventions.
Faculty or entity
EPSY
