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In this chapter, I will outline the labels of giftedness and underachievement and present the theoretical debates surrounding these labels. A historicist examination of these labels follows, highlighting how the gifted underachievement (GUA) label emerges through the negation of “giftedness.” Subsequently, I explore the concept of GUA and its negative connotations, stemming from the positive valuation inherent in the term “giftedness” and its implications for what is considered “normal.” This chapter also reviews perspectives on shifting the focus away from the individual within the current paradigm of labeling giftedness and explores insights from systemic thinking and symbolic interactionism (SI). The conclusion underscores the necessity of a symbolic interactionist perspective to address the gaps in research on the labeling of giftedness and underachievement. Finally, I propose a generic definition that can be used in GUA research in the light of SI.

This paper aims to identify the effects of two types of teaching approaches, namely, project-based learning and place-based learning, on the development of pro-environmental behaviors among university students.

This study used a pre-test–post-test experimental design to evaluate the efficacy of project- and placed-based learning in promoting pro-environmental behaviors among university students. Participants were randomly allocated to either the project-based learning cohort (consisting of 50 participants) or the place-based learning cohort (also consisting of 50 participants). The pre-test assessments evaluated the initial pro-environmental behaviors of the participants. Then, interventions were conducted with the help of instructors. The project-based learning intervention necessitated participants to collectively take part in real-life problem-solving endeavors about environmental matters. On the other hand, the place-based learning intervention prompted participants to record and contemplate their interactions with the surrounding environment. Both interventions sought to augment participants’ understanding, beliefs and actions related to the environment. After the interventions, post-test assessments were carried out to assess any alterations in participants’ pro-environmental behaviors. Mean analysis and paired sample t-test were performed to examine the differences among the pre-test and post-test for both project- and place-based learning.

The findings of this study indicate that the participants have exhibited improved pro-environmental behaviors, including environmental activism, non-activist behaviors and private sphere green behaviors.

This research is original in its analysis of project- and place-based learning approaches for fostering pro-environmental behaviors. By using a pre-test–post-test experimental design, this study provides empirical evidence on the effectiveness of these active learning strategies in shaping environmental attitudes and actions.

Understanding farmer and consumer behavior is essential to the successful implementation of behavior change interventions. The purpose of this study is to summarize existing research, provide a comprehensive overview of nudge interventions, and identify important trends in behavioral agricultural economics. Research on nudge interventions can help policymakers encourage farmers and consumers to change their behavior in desired direction like switching to organic agriculture or eco-labeled products and promote innovation in sustainable agriculture.

The paper contains a bibliometric analysis of nudge research in general and agricultural economics as well as a literature review of the 53 empirical studies on nudge interventions between 2003 and 2023.

The frequency of nudge research in all research fields and in agricultural economics has increased over the years. This study summarizes nudge interventions that can be used by farmers and consumers on a variety of agricultural economic issues. Information, social norms, and social comparison as nudge interventions are most prominent in the publications, while green nudges have not been researched to a greater extent.

This study provides a comprehensive overview of nudge research in agricultural economics with potential for theoretical and policy implications. It highlights potential nudge interventions among farmers and consumers that can be applied in practices.

Given the urgency of corporate engagement in sustainable development, companies seek ways to involve their employees in sustainability efforts. In this regard, gamified systems have gained attention as a novel tool to promote sustainable employee behavior. However, as the research field matures, researchers and practitioners are confronted with a scattered academic landscape that makes it difficult to grasp how gamification can be designed to engage employees in sustainable behavior and to understand how gamification effects unfold at psychological, behavioral and corporate levels of sustainability.

This paper uses a systematic literature review to consolidate the existing knowledge on gamification designs and their effects on sustainable employee behavior.

Studies have explored a variety of utilitarian and achievement-, immersion- and social-related gameful affordances to promote positive behavior- and system-related psychological effects as a basis for employee engagement in sustainable behavior. However, the evidence regarding their impact on rational decision-making processes and overcoming the intention-action gap inherent in sustainability is still limited. Nevertheless, several studies in focused areas indicate the potential to elicit behavioral changes that drive sustainability outcomes at the corporate level as well.

Our study provides three main contributions. First, we develop a conceptual framework that illustrates how gamification can drive sustainable behavior in the workplace. Second, we derive seven agenda points to guide future research on gamification for corporate sustainability. Third, we deduce three practical approaches to use gamification as a strategic intervention to promote sustainable behavior in organizations.