The Power of Real Experience: Self-Driven Contributions for Sustainable Environment

Authors

  • Anesito L. Cutillas

    1. College of Arts and Sciences & College of Education, Cebu Technological University-Argao Campus, Argao 6021, Cebu, Philippines; 2. Center for Social Innovation, Cebu Technological University-Argao Campus, Argao 6021, Cebu, Philippines

  • Ruby Ann B. Maniwang

    Science Department, Liloan National Technical-Vocational High School, Liloan, Southern Leyte 6612, Philippines

  • Kyza L. Quimpan

    Faculty of Arts and Sciences, Southern Leyte State University- Main Campus, Sogod, Southern Leyte 6606, Philippines

  • Syra C. Cinco

    Department of Humanities and Social Sciences, Visayas State University Tolosa (VSU Tolosa), Tanghas, Tolosa, Leyte 6503, Philippines

  • Niño Jerry M. Basaca

    Hilongos National Vocational School, Hilongos Leyte 6524, Philippines

  • Jao V. Duran

    Department of Humanities and Social Sciences, Visayas State University Tolosa (VSU Tolosa), Tanghas, Tolosa, Leyte 6503, Philippines

  • Rocky A. Marco

    Department of Humanities and Social Sciences, Visayas State University Tolosa (VSU Tolosa), Tanghas, Tolosa, Leyte 6503, Philippines

  • Enrique E. Balili, Jr.

    Faculty of Social Science Education, Southern Leyte State University-Tomas Oppus Campus, Tomas Oppus, Southern Leyte 6605, Philippines

  • Ybony C. Cutillas

    College of Technology and Engineering, Cebu Technological University-Argao Campus, Argao 6021, Cebu, Philippines

DOI:

https://doi.org/10.30564/jees.v7i7.8342
Received: 7 January 2025 | Revised: 20 January 2025 | Accepted: 7 July 2025 | Published Online: 23 July 2025

Abstract

Habit formation is essential for environmental preservation and sustainability as it promotes consistent, long-term engagement in pro-environmental behaviors. Habitual pro-environmental behaviors contribute to the establishment of social norms, encouraging communities to adopt sustainable lifestyles collectively. As more people integrate environmentally conscious practices into their daily routines, the broader cultural shift toward sustainability becomes more pronounced. This paper explored the experiences of environmental advocates of sustainability, emphasizing habit formation as a fundamental driver of long-term ecological responsibility. Environmental advocates (n = 20) from the Visayas, Philippines, were purposively sampled for interviews. Participants expressed a deep personal commitment to sustainability as a lifelong responsibility. Participants actively promoted sustainability through education, advocating for responsible consumption, and participating in community-driven environmental initiatives. When individuals develop habits such as energy conservation, waste reduction, and responsible consumption, these actions become second nature, requiring minimal cognitive effort to sustain over time. This consistency is vital in addressing environmental challenges, as one-time actions are insufficient to create lasting change. Collaborative initiatives, community engagement, and institutional support are essential for achieving lasting environmental impact. Nevertheless, the findings can inform educational programs, policy-making, and community-driven sustainability initiatives, reinforcing the idea that both individual actions and collective efforts are necessary to address environmental challenges effectively.

Keywords:

Advocacy; Environmental Preservation; Sustainability; Sustainable Habit

References

[1] Moshood, T.D., Rotimi, J.O., Shahzad, W., 2024. Enhancing sustainability considerations in construction industry projects. Environment, Development and Sustainability. 1, 1–27. DOI: https://doi.org/10.1007/s10668-024-04946-2

[2] Suhendar, A., Halimi, M., Taufika, R., et al., 2024. Fostering environmental responsibility among students: collaborative strategies between village heads and school principals. Education, Environmental and Society Research. 1(1), 33–45.

[3] Masese, F.O., Wanderi, E.W., Nyangweso, H.N., 2025. Challenges and strategies for management and conservation of water resources and freshwater biodiversity in the Lake Victoria Basin. Frontiers in Conservation Science. 6, 1544429.

[4] Uralovich, K.S., Toshmamatovich, T.U., Kubayevich, K.F., et al., 2023. A primary factor in sustainable development and environmental sustainability is environmental education. Caspian Journal of Environmental Sciences. 21(4), 965–975.

[5] Chaffin, B.C., Garmestani, A.S., Gunderson, L.H., et al., 2016. Transformative environmental governance. Annual Review of Environment and Resources. 41, 399–423. DOI: https://doi.org/10.1146/annurev-environ-110615-085817

[6] Pang, T.Y., Yaeger, J.D.W., Summers, C.H., et al., 2021. Cardinal role of the environment in stress induced changes across life stages and generations. Neuroscience and Biobehavioral Reviews. 124, 137–150. DOI: https://doi.org/10.1016/j.neubiorev.2021.01.012

[7] Selye, H., 1976. Stress without distress. In: Serban, G. (ed.). Psychopathology of Human Adaptation. Springer: Boston, MA, USA. pp. 137–146.

[8] Ahmed, T.F., Ahmed, A., Humayun, Q., et al., 2023. Confronting challenges: an inductive thematic analysis of barriers and solutions to undergraduate medical research in Pakistan. Journal of Pakistan Medical Association. 73(1640), 1–19. DOI: https://doi.org/10.47391/JPMA.7806

[9] Maki, A., Rothman, A.J., 2017. Understanding proenvironmental intentions and behaviors: the importance of considering both the behavior setting and the type of behavior. The Journal of Social Psychology. 157(5), 517–531. DOI: https://doi.org/10.1080/00224545.2016.1215968

[10] Margetts, E.A., Kashima, Y., 2017. Spillover between pro-environmental behaviours: the role of resources and perceived similarity. Journal of Environmental Psychology. 49, 30–42. DOI: https://doi.org/10.1016/j.jenvp.2016.07.005

[11] Freschi, G., Menegatto, M., Zamperini, A., 2023. How can psychology contribute to climate change governance? A systematic review. Sustainability. 15(19), 14273. DOI: https://doi.org/10.3390/su151914273

[12] Blake, J., 1999. Overcoming the ‘value‐action gap’ in environmental policy: tensions between national policy and local experience. Local Environment. 4(3), 257–278. DOI: https://doi.org/10.1080/13549839908725599

[13] Gifford, R., 2011. The dragons of inaction: psychological barriers that limit climate change mitigation and adaptation. American Psychologist. 66(4), 290. DOI: https://doi.org/10.1037/a0023566

[14] Uzorka, A., Akiyode, O., Isa, S.M., 2024. Strategies for engaging students in sustainability initiatives and fostering a sense of ownership and responsibility towards sustainable development. Discover Sustainability. 5, 320. DOI: https://doi.org/10.1007/s43621-024-00505-x

[15] Yu, T.K., Lin, F.Y., Kao, K.Y., et al., 2019. Encouraging environmental commitment to sustainability: an empirical study of environmental connectedness theory to undergraduate students. Sustainability. 11(2), 342. DOI: https://doi.org/10.3390/su11020342

[16] Wang, X., Geng, L., Zhou, K., et al., 2016. Mindful learning can promote connectedness to nature: implicit and explicit evidence. Consciousness and Cognition. 44, 1–7.

[17] Legaspi, J.L.R., 2024. Environmental protection: regulations to reduce and eliminate single-use plastic in response to climate change. IIMS Journal of Management Science. 15(2).

[18] Aldrich, H., 1976. Environment of organizations. Annual Review of Sociology. 2, 79–105. DOI: https://doi.org/10.1146/annurev.so.02.080176.000455

[19] Tam, K.P., 2020. Understanding the psychology X politics interaction behind environmental activism: the roles of governmental trust, density of environmental NGOs, and democracy. Journal of Environmental Psychology. 71, 101330. DOI: https://doi.org/10.1016/j.jenvp.2019.101330

[20] Gholamrezai, S., Aliabadi, V., Ataei, P., 2021. Understanding the pro-environmental behavior among green poultry farmers: application of behavioral theories. Environment, Development and Sustainability. 23(11), 16100–16118. DOI: https://doi.org/10.1007/s10668-021-01331-1

[21] Zhong, F., Li, L., Guo, A., et al., 2019. Quantifying the influence path of water conservation awareness on water-saving irrigation behavior based on the theory of planned behavior and structural equation modeling: A case study from Northwest China. Sustainability. 11(18), 4967. DOI: https://doi.org/10.3390/su11184967

[22] Ullah, S., Abid, A., Aslam, W., et al., 2021. Predicting behavioral intention of rural inhabitants toward economic incentive for deforestation in Gilgit-Baltistan, Pakistan. Sustainability. 13(2), 617. DOI: https://doi.org/10.3390/su13020617

[23] Holt, J.R., Butler, B.J., Borsuk, M.E., et al., 2021. Using the theory of planned behavior to understand family forest owners’ intended responses to invasive forest insects. Society & Natural Resources. 34(8), 1001–1018. DOI: https://doi.org/10.1080/08941920.2021.1924330

[24] Karimi, H., Ataei, P., 2022. Farmers’ cultural biases and adaptation behavior towards drought: a case in Sistan plain. Journal of Agricultural Science and Technology. 24(4), 793–809.

[25] Farani, A.Y., Mohammadi, Y., Ghahremani, F., et al., 2021. How can Iranian farmers’ attitudes toward environmental conservation be influenced? Global Ecology and Conservation. 31, e01870. DOI: https://doi.org/10.1016/j.gecco.2021.e01870

[26] Abbass, K., Qasim, M.Z., Song, H., et al., 2022. A review of the global climate change impacts, adaptation, and sustainable mitigation measures. Environmental Science and Pollution Research. 29, 42539–42559. DOI: https://doi.org/10.1007/s11356-022-19718-6

[27] Sánchez, M., López-Mosquera, N., Lera-López, F., et al., 2018. An extended planned behavior model to explain the willingness to pay to reduce noise pollution in road transportation. Journal of Cleaner Production. 177, 144–154. DOI: https://doi.org/10.1016/j.jclepro.2017.12.210

[28] Gao, L., Wang, S., Li, J., et al., 2017. Application of the extended theory of planned behavior to understand individual’s energy saving behavior in workplaces. Resources, Conservation and Recycling. 127, 107–113. DOI: https://doi.org/10.1016/j.resconrec.2017.08.030

[29] Liang, Y., Kee, K.F., Henderson, L.K., 2018. Towards an integrated model of strategic environmental communication: advancing theories of reactance and planned behavior in a water conservation context. Journal of Applied Communication Research. 46(2), 135–154. DOI: https://doi.org/10.1080/00909882.2018.1437924

[30] Negahdari, D., Poursaeed, A., Samani, R.E., et al., 2023. The application of planned behavior theory in explaining environmental behavior of villagers of Ilam province in protection of oak forests in South Zagros. Iranian Journal of Agricultural Economics and Development Research. 54(4), 809–831.

[31] Martin, J., Maris, V., Simberloff, D.S., 2016. The need to respect nature and its limits challenges society and conservation science. Proceedings of the National Academy of Sciences of the United States of America. 113(22), 6105–6112. DOI: https://doi.org/10.1073/pnas.1525003113

[32] Stegeman, I., Godfrey, A., Romeo-Velilla, M., et al., 2020. Lifestyles and behaviours to simultaneously promote environmental sustainability, health and equity: key policy messages from INHERIT. International Journal of Environmental Research and Public Health. 17(19), 7166. DOI: https://doi.org/10.3390/ijerph17197166

[33] Crum, A., Lyddy, C., 2014. De-stressing stress: the power of mindsets and the art of stressing mindfully. In: Ie, A., Ngnoumen, C.T., Langer, E.J. (eds.). The Wiley Blackwell Handbook of Mindfulness. Wiley-Blackwell: Hoboken, NJ, USA. pp. 948–963.

[34] Oinonen, I., Paloniemi, R., 2023. Understanding and measuring young people’s sustainability actions. Journal of Environmental Psychology. 91, 102124. DOI: https://doi.org/10.1016/j.jenvp.2023.102124

[35] Bodenheimer, M., 2018. Beyond technology: towards sustainability through behavioral transitions. Sustainability and Innovation Working Paper Series, No. S05/2018. Fraunhofer Institute for Systems and Innovation Research ISI: Karlsruhe, Germany.

[36] Wiek, A., Withycombe, L., Redman, C.L., 2011. Key competencies in sustainability: a reference framework for academic program development. Sustainability Science. 6(2), 203–218. DOI: https://doi.org/10.1007/s11625-011-0132-6

[37] Darnton, A., 2008. Reference Report: An Overview of Behaviour Change Models and Their Uses. Government Social Research: London, UK.

[38] Bicchieri, C., 2017. Norms in the Wild: How to Diagnose, Measure and Change Social Norms. Oxford University Press: Oxford, UK.

[39] Tankard, M., Paluck, E.L., 2016. Norm perception as a vehicle for social change. Social Issues and Policy Review. 10, 181–211.

[40] Yamin, P., Fei, M., Lahlou, S., et al., 2019. Using social norms to change behavior and increase sustainability in the real world: a systematic review of the literature. Sustainability. 11(20), 5847. DOI: https://doi.org/10.3390/su11205847

[41] De Dominicis, S., Schultz, P.W., Bonaiuto, M., 2017. Protecting the environment for self-interested reasons: altruism is not the only pathway to sustainability. Frontiers in Psychology. 8, 1065. DOI: https://doi.org/10.3389/fpsyg.2017.01065

[42] Saunders, M., Lewis, P., Thornhill, A., 2012. Research Methods for Business Students, 6th ed. Pearson Education Limited: Harlow, UK.

[43] Singh, K., 2007. Quantitative Social Research Methods. Sage Publications: New Delhi, India.

[44] Chavez, J.V., 2022. Narratives of bilingual parents on the real-life use of English language: materials for English language teaching curriculum. Arab World English Journal. 13(3), 1–13. DOI: https://doi.org/10.24093/awej/vol13no3.21

[45] Chavez, J.V., Anuddin, F.O., Mansul, H.H., et al., 2024. Analyzing impacts of campus journalism on student’s grammar consciousness and confidence in writing engagements. Environment and Social Psychology. 9(7), 6106. DOI: https://doi.org/10.59429/esp.v9i7.6106

[46] Hunter, D., McCallum, J., Howes, D., 2019. Defining exploratory-descriptive qualitative (EDQ) research and considering its application to healthcare. Journal of Nursing and Health Care. 4(1), 1–8.

[47] Szabelska, A., Pollet, T.V., Dujols, O., et al., 2021. A tutorial for exploratory research: an eight-step approach. PsyArXiv Preprints. DOI: https://doi.org/10.31234/osf.io/cy9mz

[48] Olawale, S.R., Chinagozi, O.G., Joe, O.N., 2023. Exploratory research design in management science: a review of literature on conduct and application. International Journal of Research and Innovation in Social Science. 7(4), 1384–1395. DOI: https://doi.org/10.47772/IJRISS.2023.7515

[49] Inoferio, H.V., Espartero, M., Asiri, M., et al., 2024. Coping with math anxiety and lack of confidence through AI-assisted learning. Environment and Social Psychology. 9(5), 2228. DOI: https://doi.org/10.54517/esp.v9i5.2228

[50] Magno, J.M., Indal, R.S., Chavez, J.V., et al., 2024. Alternative teaching strategies in learning Filipino language among dominant English speakers. Forum for Linguistic Studies. 6(4), 404–419. DOI: https://doi.org/10.30564/fls.v6i4.6742

[51] Rai, N., Thapa, B., 2015. A study on purposive sampling method in research. Kathmandu School of Law. 5(1), 8–15.

[52] Mansourian, Y., 2008. Exploratory nature of, and uncertainty tolerance in, qualitative research. New Library World. 109(5/6), 273–286.

[53] Barratt, M.J., Ferris, J.A., Lenton, S., 2015. Hidden populations, online purposive sampling, and external validity: taking off the blindfold. Field Methods. 27(1), 3–21.

[54] Cuilan, J.T., Chavez, J.V., Soliva, K.J.G., et al., 2024. Verbal and non-verbal communication patterns of persuasive selling among live online sellers. Environment and Social Psychology. 9(8), 2519. DOI: https://doi.org/10.59429/esp.v9i8.2519

[55] Hill, Z., Tawiah-Agyemang, C., Kirkwood, B., et al., 2022. Are verbatim transcripts necessary in applied qualitative research: experiences from two community-based intervention trials in Ghana. Emerging Themes in Epidemiology. 19, 5. DOI: https://doi.org/10.1186/s12982-022-00115-w

[56] Paradis, E., O’Brien, B., Nimmon, L., et al., 2016. Design: selection of data collection methods. Journal of Graduate Medical Education. 8(2), 263–264. DOI: https://doi.org/10.4300/JGME-D-16-00098.1

[57] Neuendorf, K., 2018. Content Analysis and Thematic Analysis. In: Brough, P. (ed.). Advanced Research Methods for Applied Psychology. Routledge: London, UK. pp. 211–223. DOI: https://doi.org/10.4324/9781315517971-21

[58] Braun, V., Clarke, V., 2012. Thematic Analysis. In: Cooper, H. (ed.). APA Handbook of Research Methods in Psychology, 2nd ed. American Psychological Association: Washington, DC, USA. pp. 57–71.

[59] Finlay, L., 2021. Thematic analysis: the ‘good’, the ‘bad’ and the ‘ugly’. European Journal for Qualitative Research in Psychotherapy. 11, 103–116.

[60] Castro, F.L.T., Ventura, B.L.O., Estajal, R.S., et al., 2024. Teachers handling multiple subject areas: difficulties and adaptive attributes in the delivery of instructions. Environment and Social Psychology. 9(9), 2520. DOI: https://doi.org/10.59429/esp.v9i9.2520

[61] Terry, G., Hayfield, N., Clarke, V., et al., 2017. Thematic Analysis. In: Willig, C., Rogers, W. (eds.). The SAGE Handbook of Qualitative Research in Psychology, 2nd ed. Sage Publications: London, UK. pp. 17–37. DOI: https://doi.org/10.4135/9781526405555.n2

[62] Braun, V., Clarke, V., 2021. Can I use TA? Should I use TA? Should I not use TA? Comparing reflexive thematic analysis and other pattern‐based qualitative analytic approaches. Counselling and Psychotherapy Research. 21(1), 37–47. DOI: https://doi.org/10.1002/capr.12360

[63] Chavez, J.V., Vicente, M.B., 2025. Halal compliance behaviors of food and accommodation businesses in the Zamboanga Peninsula, Philippines. Multidisciplinary Science Journal. 7(5), 2025259. DOI: https://doi.org/10.31893/multiscience.2025259

[64] Proudfoot, K., 2023. Inductive/deductive hybrid thematic analysis in mixed methods research. Journal of Mixed Methods Research. 17(3), 308–326. DOI: https://doi.org/10.1177/15586898221126816

[65] Braun, V., Clarke, V., 2006. Using thematic analysis in psychology. Qualitative Research in Psychology. 3(2), 77–101.

[66] Bang, A., Khadakkar, S., 2020. Biodiversity conservation during a global crisis: consequences and the way forward. Proceedings of the National Academy of Sciences. 117(48), 29995–29999.

[67] Goodwin, H., Eagleson, C., Mathews, A., et al., 2017. Automaticity of attentional bias to threat in high and low worriers. Cognitive Therapy and Research. 41(3), 479–488. DOI: https://doi.org/10.1007/s10608-016-9818-5

[68] van der Linden, S., 2017. Determinants and measurement of climate change risk perception, worry, and concern. In: Nisbet, M.C., Schafer, M., Markowitz E., et al. (eds.). Oxford Research Encyclopedia of Climate Science. Oxford University Press: Oxford, UK. pp. 1–53. DOI: https://doi.org/10.1093/acrefore/9780190228620.013.318

[69] Begum, A., Liu, J., Qayum, H., et al., 2022. Environmental and moral education for effective environmentalism: an ideological and philosophical approach. International Journal of Environmental Research and Public Health. 19(23), 15549. DOI: https://doi.org/10.3390/ijerph192315549

[70] Ferguson, T., Roofe, C., Cook, L., 2021. Teachers’ perspectives on sustainable development: the implications for education for sustainable development. Environmental Education Research. 27, 1–17. DOI: https://doi.org/10.1080/13504622.2021.1921113

[71] Gkargkavouzi, A., Halkos, G., Matsiori, S., 2019. Environmental behavior in a private-sphere context: integrating theories of planned behavior and value belief norm, self-identity and habit. Resources, Conservation and Recycling. 148, 145–156. DOI: https://doi.org/10.1016/j.resconrec.2019.01.039

[72] Tolppanen, S., Kang, J., Mayoral, O., 2023. Paradigm shift: changes in willingness to take pro-environmental behavior in the midst of the COVID pandemic among European pre-service teachers. Environmental Education Research. 29(9), 1259–1275. DOI: https://doi.org/10.1080/13504622.2022.2105818

[73] Wilf, S., Rudra, A., Wray-Lake, L., 2024. “I will still fight for it till the end”: factors that sustain and detract from Indian youths’ climate activism. Youth. 4(3), 1238–1259.

[74] Agarwal, N.D., Kumar, V.R., 2021. Three decades of green advertising – a review of literature and bibliometric analysis. Benchmarking: An International Journal. 28, 1934–1958.

[75] Homar, A.R., Cvelbar, L.K., 2021. The effects of framing on environmental decisions: a systematic literature review. Ecological Economics. 183, 106950.

[76] Kollmuss, A., Agyeman, J., 2002. Mind the gap: why do people act environmentally and what are the barriers to pro-environmental behavior? Environmental Education Research. 8(3), 239–260. DOI: https://doi.org/10.1080/13504620220145401

[77] Nigbur, D., Lyons, E., Uzzell, D., 2010. Attitudes, norms, identity and environmental behaviour: using an expanded theory of planned behaviour to predict participation in a kerbside recycling programme. British Journal of Social Psychology. 49(2), 259–284. DOI: https://doi.org/10.1348/014466609X449395

[78] Hornsey, M., Blackwood, L., Louis, W., et al., 2006. Why do people engage in collective action? Revisiting the role of perceived effectiveness. Journal of Applied Social Psychology. 36, 1701–1722. DOI: https://doi.org/10.1111/j.0021-9029.2006.00077.x

[79] Behera, D., 2023. Promoting sustainable development through environmental policy, green technologies, and effective waste management: a comprehensive review. Journal of Multidisciplinary Science: Mikailalsys. 1, 179–198. DOI: https://doi.org/10.58578/mikailalsys.v1i2.1675

[80] Abubakar, I.R., Maniruzzaman, K.M., Dano, U.L., et al., 2022. Environmental sustainability impacts of solid waste management practices in the global south. International Journal of Environmental Research and Public Health. 19(19), 12717. DOI: https://doi.org/10.3390/ijerph191912717

[81] De Pauw, J.B., Gericke, N., Olsson, D., et al., 2015. The effectiveness of education for sustainable development. Sustainability. 7, 15693–15717.

[82] Steffen, W., Richardson, K., Rockström, J., et al., 2015. Planetary boundaries: guiding human development on a changing planet. Science. 347, 1259855.

[83] UNESCO, 2017. Education for Sustainable Development Goals. The Global Education 2030 Agenda. UNESCO: Paris, France.

Downloads

How to Cite

Anesito L. Cutillas, Ruby Ann B. Maniwang, Kyza L. Quimpan, Syra C. Cinco, Niño Jerry M. Basaca, Jao V. Duran, Rocky A. Marco, Enrique E. Balili, Jr., & Ybony C. Cutillas. (2025). The Power of Real Experience: Self-Driven Contributions for Sustainable Environment. Journal of Environmental & Earth Sciences, 7(7), 304–320. https://doi.org/10.30564/jees.v7i7.8342