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University campus sustainability projects frequently aim to promote ecological behavior of their community members. However, these projects rarely consider the level of students' self-construal, the view of self held by members of the university community (i.e., whether the self is viewed as independent or interdependent with nature). This runs counter to the findings in psychology that people's behavior is strongly affected by their self-construal. We thus conducted an exploratory attempt to include self-construal measurements into a campus environmental sustainability project at National Taiwan University. We specifically examined whether the university had contributed to the transformation of students' self-construal for greater environmental sustainability. Toward this end, we first confirmed that a psychological scale for self-construal, the connectedness to nature scale (CNS) that had been mainly tested in Western contexts, successfully predicted the likelihood of students' ecological behaviors (e.g., reducing waste) in an East Asian context. We found only a small difference in the CNS between students for different academic years, which suggests that the university was unsuccessful in transforming students' self-construal for greater sustainability. This finding resonates with the practice of universities in the modern era to emphasize cognitive dimensions of learning rather than ontological dimensions. Our results thus suggest that mainstreaming ontological dimensions would be one potential way for universities to move toward campus sustainability.

Well-being 2030 has become the latest rationale for the OECD's education work. This vision has given rise to new assessments of student well-being beginning with PISA 2015. The OECD, recognising the problems of PISA 2015, conceptualised a wider student well-being construct in PISA 2018, and attempted to measure 'students' feelings'. However, analyses of the OECD's affective turn reveal major problems remain. Our critique is empirically underpinned by an innovative analytical strategy: comparing PISA 2018 student questionnaire translations across different 'economies' that use the same written language (China, Hong Kong, Macao, and Taiwan). Our analyses confirm that the OECD imagines a cultural and context-free world, one in which translation and measurements are simply technical problems to be engineered, rather than deeper 'problems' of worldviews that require attunement. To encourage the OECD to recognise these differences in its future assessments, we offer starting points from recent research in cultural psychology. [ABSTRACT FROM AUTHOR]

As the sustainability imperative looms, mainstream educational research in the English-speaking world continues a long tradition of failing to see food as integral to education. Japan’s tradition of Shokuiku (food education) stands in stark contrast, providing an external reference point to direct critical attention on Anglo-American school food philosophies, policy, and practice. This article analyses Shokuiku, tracing the genealogy of Japan’s 2005 Basic Law on Shokuiku, a landmark education policy that shifted the 1954 School Lunch Act away from the scientific and nutritional discourses of the mid-20th century and back to Japan’s school food cultural traditions. While still teaching nutrition, Japan’s Shokuiku emerges as distinctive in its broader goals of interdependence, gratitude towards nature, emphasis on culture, and awareness of relations between production, consumption, and sustainability. From a pragmatic perspective, Shokuiku may offer new ways to combat rising obesity worldwide, lessen meat consumption, and reduce humanity’s unsustainable ecological footprint. [ABSTRACT FROM AUTHOR]