Bridging the attitude-action gap: Young adults´ attitudes, perceptions, and sustainable travel behaviour in Sweden and Germany

Abstract

Aim: The aim of this study was to investigate and interpret the perceptions, attitudes, and justifications for travel behaviour among seven young adults in Sweden and Germany in the context of sustainable tourism, and how education and ESD is perceived to have shaped travel attitudes and behaviours. The study also sought to better understand how educational interventions can be better designed to foster consistent pro-environmental travel behaviours among seven young adults in Sweden and Germany. Three research questions were formulated with the purpose of guiding the study process and be answered after the data analysis. Theory: Two theoretical frameworks were used in this research study based on their fitting alignment with perspectives on Education for Sustainable Development (ESD). These were Critical Theory (CT) and the Theory of Reasoned Action (TRA). The intention of combining these two theories was motivated by both the need of a behaviour centred theory along with a lens to deepen the understanding of the study sample’s abilities to reflect on power structures and injustices in society. TRA guided and sustained the aim of the research study that is focused on understanding a certain behaviour among the study population. Incorporating CT as a framework served to address the study's aim of fostering critical awareness and reflection. Method: The design for this research study analysed qualitative semi-structured interviews from a sample of seven participants who were interviewed during online meetings or in person. The analysis of data was conducted using a thematic analysis with a deductive approach. Results: The results indicated a widespread awareness and willingness for sustainable behaviors, and participants put faith in social norms and influences for further development of sustainable tourism and travel. Participants also portrayed disbelief in the current trajectory of sustainable development with justifications of economic and socio-cultural barriers to stand in the way of making sustainable choices. The level of education and ESD was an important factor for the level of dedication to sustainable practices and ability to critically reflect on matters that expanded over more than just the environmental aspect on sustainability.