The growth of eating lunch purchased out of the home has led to an increased need for pre-packaged food-to-go products. Single-use plastic packaging is frequently chosen for its food safety and convenience attributes; however, the material format is under scrutiny due to concerns over economic waste and environmental impact. A circular economy could transform linear make-use-dispose supply chains into circular systems, ensuring the cycling of valuable plastic resources. However, there has been limited research into how consumers will behave within circular economic systems. Understanding consumer behaviour with packaging disposed out of the home could aid designers in developing solutions society will adopt in the transition to a circular economy. This study evaluates the application of behaviour research methods, and the behavioural insight outputs, with stakeholders from the UK food-to-go packaging supply chain. A novel co-design workshop and business origami technique allowed multiple stakeholder groups to collaboratively discuss, evaluate, and plan how consumer behaviour techniques could be used within their supply chain packaging development process. Although all stakeholders identified strengths in incorporating behaviour studies into the development process, providing essential knowledge feedback loops, barriers to their application include the cost and time to implement, plus the existing inconsistent UK waste infrastructure.

Education for sustainable development (ESD) in schools requires a whole-school approach to ensure that all stakeholders, including students, value sustainability and express this value in an active engagement in the ongoing development process. Such inclusivity however is rarely achieved, with benefits of ESD in schools usually recognised only by a select few. School strategies that continue to dominate research focus on management of the finite resources or give emphasis to a particular pedagogical agenda, whereas approaches that emphasise whole-school ESD engagement are scarce. This paper aims to address this gap. To do so, we propose to frame schools as service organisations and use service logic approach and service innovation theory to review how five primary schools in England define and implement ESD. The findings from our comparative case study discuss three strategies that schools as service organisations need to consider: defining sustainable student experience as a core service concept, developing an organisational culture of sustainability-driven innovation, and engaging in a value co-creation process with external stakeholders in order to facilitate the concept. Our results suggest that by placing “sustainable student experience” as the core service concept, schools can align their external and internal organisational activities to enable sustainable education for all stakeholders.