{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,5]],"date-time":"2026-05-05T00:36:47Z","timestamp":1777941407276,"version":"3.51.4"},"reference-count":90,"publisher":"SAGE Publications","issue":"3","license":[{"start":{"date-parts":[[2016,7,31]],"date-time":"2016-07-31T00:00:00Z","timestamp":1469923200000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["Psychology Learning &amp; Teaching"],"published-print":{"date-parts":[[2016,11]]},"abstract":"<jats:p>The behavioral sciences can make vital contributions to environmental sustainability efforts, as relevant basic and applied psychological research has grown considerably over the past dozen years. Recently, conservation biologists, environmental policy makers, and other experts have recognized the importance of engaging with experts on human behavior (i.e., psychologists) in order to effect behavioral change in a sustainable direction. Lagging behind this trend, however, is the curricular integration of psychology and environmental sustainability in most psychology or environmental science\/studies programs (ESS). Consequently, most psychology majors are graduating with no background in applying the field to promoting sustainability, and ESS students lack explicit education focused on understanding and changing human behavior. This paper provides an introduction to the rationale for integrating sustainability topics into psychology courses, and psychological concepts into ESS classes, along with some strategies for doing so at the level of individual course units as well as full courses.<\/jats:p>","DOI":"10.1177\/1475725716648238","type":"journal-article","created":{"date-parts":[[2016,5,23]],"date-time":"2016-05-23T22:20:24Z","timestamp":1464042024000},"page":"214-225","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":15,"title":["Teaching Psychology for Sustainability: The Why and How"],"prefix":"10.1177","volume":"15","author":[{"given":"Susan M.","family":"Koger","sequence":"first","affiliation":[{"name":"Willamette University, USA"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Britain A.","family":"Scott","sequence":"additional","affiliation":[{"name":"University of St. Thomas, USA"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"179","published-online":{"date-parts":[[2016,7,31]]},"reference":[{"key":"bibr1-1475725716648238","author":"Arnocky S.","year":"2013","journal-title":"Environment and Behavior"},{"key":"bibr2-1475725716648238","volume-title":"Social psychology","author":"Aronson E.","year":"2016","edition":"9"},{"key":"bibr3-1475725716648238","unstructured":"Bennett, L. (2008, November 14). Are human beings hard-wired to ignore the threat of catastrophic climate change?\n                      Greater Good, 2,\n                      40\u201343. 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Managing the health effects of climate change.\n                      Lancet, 373,\n                      1693\u20131733. Retrieved 11\/21\/15 from http:\/\/www.ucl.ac.uk\/global-health\/project-pages\/lancet1\/ucl-lancet-climate-change.pdf."},{"key":"bibr11-1475725716648238","doi-asserted-by":"publisher","DOI":"10.1146\/annurev.ps.31.020180.001125"},{"key":"bibr12-1475725716648238","volume-title":"The Localization Reader: Adapting to the Coming Downshift","author":"DeYoung R. 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