Nudging is one of the strategies from behavioral economics that aims to influence behavior by changing the environment. We propose that it could also be a valuable means to influence behavior in educational contexts. However, implementation of nudging in education is yet sparse. We describe the relevant issues to consider when applying nudging in education, arguing that a focus on the long-term effects and underlying processes of a nudge is necessary for successful implementation. Then, we aim to facilitate this implementation of nudging in education by making a distinction between nudges that is relevant for overcoming these issues. Based on the framework proposed by Hansen and Jespersen (European Journal of Risk Regulation, 4(1), 3–28, 2013), we distinguish between Type 1 and Type 2 nudges, and transparent and non-transparent nudges, resulting in four nudge categories. For each of these nudge categories, we determine its suitability for different educational goals. The resulting decision matrix can help researchers and practitioners when designing nudges for an educational context.

Food choice behavior plays a large role in achieving sustainability goals. Meat in particular has a negative environmental impact as compared with plant-based food - and is more frequently chosen in restaurant contexts. To increase plant-based meal choices in restaurants, we tested three nudges for menus that are likely to be implemented by restaurant owners: a hedonic label (e.g., artisanal vegetable burger), a chef's recommendation (specifying the vegetarian option as the chef's favorite), and a salience nudge (a box around the vegetarian option). In an online experiment, we showed participants (n = 513) in four conditions (no nudge, hedonic label, chef's recommendation, and salience nudge) five menus with four meal options each, one of which was vegetarian. We asked participants to choose a meal and subsequently to rate these meals on how tasty and indulgent they were (taste and indulgence attributions). We then revealed which nudge was used to the participants and asked how participants received it. Results show that the hedonic label and chef's recommendation nudge (but not the salience nudge) both increase vegetarian meal choices. The hedonic label increased participants' attributions of indulgence of the meal, but not of tastiness. This finding fits with restaurants' gastronomic, pleasure-seeking context and shapes future directions of labeling interventions, namely that indulgence attributions can be increased in vegetarian foods. Furthermore, the nudges were generally well accepted and participants' intention to return to the (virtual) restaurant was high. Finally, customers expected the hedonic label nudge to be more effective in promoting vegetarian food choices than the other two nudges, partially corresponding with our findings of actual effectiveness.

Class attendance is an important predictor of academic success, but students encounter behavioral barriers preventing them from attending. In this experimental study, we investigated a commitment intervention to improve online attendance among university students (n = 973) during the COVID-19 pandemic. In the experimental condition, we asked students to commit to attending all classes and divided this group into students who made the commitment and those who did not commit. The data was analyzed from a psychological perspective (the effect on the individuals who responded positively to the commitment request) and a policy perspective (the effect for all individuals that received the request). No intervention effect was found when comparing students’ attendance in the experimental condition to the control condition, but students who made the commitment attended class more often than non-committing students and those in the control condition. Exploratory analyses revealed that the intervention effect was found in the course with lower attendance, indicating that a ceiling effect possibly prevented the intervention from showing results regarding attendance. However, exploratory analyses also revealed selection bias as a possible explanation for the effects. Additionally, the intervention backfired for non-committing students, reducing their attendance. Future research should focus on different strategies to improve online attendance.

Autonomous learning behavior is an important skill for students, but they often do not master it sufficiently. We investigated the potential of nudging as a teaching strategy in tertiary education to support three important autonomous learning behaviors: planning, preparing for class, and asking questions. Nudging is a strategy originating from behavioral economics used to influence behavior by changing the environment, and consists of altering the choice environment to steer human behavior. In this study, three nudges were designed by researchers in co-creation with teachers. A video booth to support planning behavior (n = 95), a checklist to support class preparation (n = 148), and a goal-setting nudge to encourage students to ask questions during class (n = 162) were tested in three field experiments in teachers’ classrooms with students in tertiary education in the Netherlands. A mixed-effects model approach revealed a positive effect of the goal-setting nudge on students’ grades and a marginal positive effect on the number of questions asked by students. Additionally, evidence for increased self-reported planning behavior was found in the video booth group—but no increase in deadlines met. No significant effects were found for the checklist. We conclude that, for some autonomous learning behaviors, primarily asking questions, nudging has potential as an easy, effective teaching strategy.