The intergenerational learning effects of a home study program for elementary and junior high school children on knowledge and awareness of plastic consumption

Education through intergenerational learning (IGL) can be a key to consumer behavior change to combat plastic issues. The objectives of this study are to create a home study program that fosters IGL, targeting elementary and junior high school children of Kyoto city, understand if the program can increase student's personalization of plastics issues, and understand if IGL can play a role in enabling plastic reduction actions in the household. A program, in which the 25 participating children proposed, executed, and monitored 3 actions to reduce plastic consumption, including their family, was successfully developed. To analyze the changes, children's pre- and post-questionnaires and parents post-questionnaire were distributed. By experiencing the program, children felt increased guilt toward plastic use. Qualitative analysis revealed the barriers (lack of options, habits, lack of information) felt by the children when trying to reduce plastic. Feelings of guilt and facing barriers are parts of personalization and indicate that the program had initiated personalization process. In terms of IGL, qualitative analysis revealed that families that had social issues-based conversations during the program, and children who themselves decided reduction actions, engaged in plastic reduction better. Hence, education centering around IGL with effective personalization can influence household behavior.