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PurposeThis study aims to assess the effectiveness of a student participatory approach and assessment to achieve an environmentally friendly behaviour and change strategy.Design/methodology/approachThree time-phase studies employed a participatory and experiential case in the form of ecotourism experiential learning and assessment using a sample of 100 higher education students.FindingsThe findings suggest that students’ participations through the development, implementation and maintenance of nature-based experiences, combined with professional guides in educating students about sustainable practices has significant and positive effects on pro-environmental behaviour (PEB). The study reveals that social-psychological constructs (except environmental awareness) and socio-demographic variables account for variances in PEB intentions and provides managerial implications for marketers on the use of student participation to enhance behaviour.Practical implicationsExperiential and guided learning adds value to PEB through performance accomplishments and instrumental support.Social implicationsThe guiding principles of moral norms and acting in favour of the community (general social pressure and the underlying normative beliefs) lead to a higher tendency to perform according to the ideal behaviour.Originality/valueThis study is the first to use student participation, guided learning, tour guides and experiences to transfer the knowledge of PEB to individuals.

This paper aims to examine the pro-environmental behaviour (PEB) outcome and change through student participation and guided learning in an ecotourism-education-based study setting. The authors collected responses from 100 students who visited ecotourism sites as part of their learning curriculum at the end of a semester. The ordered probit model was employed to predict the variables under study. The findings suggest that students’ participations, coupled with professional guides, has significant and positive effects on PEB. The findings have the potential to position participatory and guided learning as effective solutions in promoting positive education outcome among individuals.

Endovascular approaches have replaced open surgical revascularization in most patients with mesenteric ischemia; however, flush ostial occlusions may not be amenable to traditional antegrade access. Retrograde mesenteric stenting has been previously described, but this technique requires a formal laparotomy and dissection of the proximal superior mesenteric artery. We present here a modification of this technique that requires only a "mini-laparotomy" and no open vascular repair of the superior mesenteric artery as well as a review of our initial institutional experience with this procedure. Our approach differs from previously described work by minimizing mesenteric dissection, avoiding the need for repair of an arteriotomy, and limiting the size of the laparotomy incision in this population of profoundly comorbid patients.