Project Abstract

Abstract
Sustainable consumption is a concept that has gained significant attention in recent years as a key strategy for addressing environmental challenges such as climate change, resource depletion, and pollution. This research explores the various dimensions of sustainable consumption, focusing on the individual, societal, and environmental implications of consumption patterns. By examining the drivers and barriers to sustainable consumption, this study aims to provide insights into how individuals, businesses, and policymakers can promote more sustainable behaviors. The research employs a multidisciplinary approach, drawing on insights from environmental science, economics, psychology, and sociology to understand the complex factors that influence consumption choices. It highlights the importance of shifting from a linear, resource-intensive model of consumption to a more circular and sustainable approach that considers the entire lifecycle of products and services. This includes reducing waste, promoting recycling and reuse, and adopting cleaner production methods. One key finding of this research is the significant role that individual behavior plays in driving sustainable consumption. By examining consumer attitudes, values, and purchasing habits, the study identifies opportunities for promoting more sustainable choices through targeted interventions such as eco-labeling, consumer education, and nudging techniques. Additionally, the research explores the role of social norms and peer influence in shaping consumption patterns, highlighting the potential for social networks and community initiatives to drive positive change. On a broader scale, the study examines the role of businesses in promoting sustainable consumption through initiatives such as sustainable sourcing, product design, and marketing strategies. By highlighting best practices and successful case studies, the research aims to inspire other companies to adopt more sustainable business models that prioritize environmental and social responsibility. Finally, the research considers the role of policymakers in creating an enabling environment for sustainable consumption through regulations, incentives, and public awareness campaigns. By analyzing policy interventions at the local, national, and international levels, the study aims to provide recommendations for effective governance mechanisms that can support and accelerate the transition to a more sustainable economy. Overall, this research contributes to the growing body of knowledge on sustainable consumption by providing a comprehensive overview of the key issues and opportunities for promoting more sustainable behaviors at the individual, societal, and environmental levels.

Project Overview

INTRODUCTION

The law introduces a Policy for Education on Sustainable Consumption in order to “encourage adoption of consumer practices and production techniques that are ecologically sustainable” (Art 1).

The law defines “sustainable consumption” as “use of natural resources in order to provide quality of life for the present generation without compromising the needs of future generations” (Art 1.1) and it includes among its nine key objectives the”promotion of reduction in consumption of water, energy and other renewable and non-renewable natural resources at the household level and from production, commerce and services” (Art 2.II).

Other objectives include: promoting re-use of and recycling of packaging and products to reduce solid waste and hazardous waste (Art 2.III-IV); encouraging companies to incorporate social, cultural and environmental dimensions in their production and management processes and better management of the whole life cycle of products (Art 2.V-VI); and ensuring the right to information and promotion of environmental labeling and certification (Art 2.VIII).

To achieve these objectives, federal, state and municipal governments are called on to carry out public awareness and media campaigns and train teachers on including sustainable consumption in their curriculum for primary and secondary education (Art 3.I-II).