To live a life of sufficiency in a consumerist culture may be one of the most ambitious experiments an individual could undertake. To investigate this challenge, we employed a social-practice approach. This article is based on 42 qualitative interviews asking respondents why and how they acted in a sufficient way within a Western infrastructure and culture. The results indicate that sufficiency-oriented people draw on particular meanings in everyday-life practices when adopting relevant resource-extensive actions. These understandings encompass an amalgam of environmentally friendly attitudes, positive social intentions, and/or personal commitments to thriftiness. We further identified a set of specific practices—including sharing, recycling, and reusing—as useful for the adoption of a sufficient lifestyle. For our respondents, many of these sufficiency practices occurred regularly in daily life and were rarely questioned. Using an additional survey, we show that these routines lead to less resource-intensive lifestyles and demonstrate how a small group of people has been able to habitually adopt sufficiency practices. However, the majority does not see a need for more frequent implementation of such routines because daily decision-making processes are widely focused on the consumption of products.

It is widely accepted that environmental awareness is essential, yet does not inevitably lead to responsible use of resources. Additional factors on the individual level include the meaning constructed by the term “resources” and the individual and social norms that influence the relevant behavior. Current didactic concepts do not take into account such aspects. Therefore, this article uses a didactic-psychological approach for designing an educational concept for raising awareness for a responsible use of natural resources. Combining insights of environmental psychology and of constructivist didactics, a general principal of “norm-oriented interpretation learning” is outlined to enrich the didactic debate on responsible and efficient resource use. Based on the presentation of a qualifying module for resource efficiency consultants as a practical example of resource education, a new didactical approach, namely “open-didactic exploration” (short form: ODE) is introduced. The article discusses the theory-based elements of ODE and illustrates a step by step process for designing educational materials. This adds to the theoretical debate about a didactic design for resource oriented education. Furthermore, this method can be directly used by practitioners developing education and training material (e.g., teachers, trainers in vocational education). The Wuppertal Institute developed and applied this method in numerous projects. The conclusion and outlook discusses future expectations and scope of the introduced ODE method as a contribution to foster “norm-oriented interpretation learning”, suggesting perspectives for further development.

Against the background of environmental problems arising from the growing extraction of natural resources and resource depletion, achieving a sustainable development is an indispensable challenge in the twenty-first century. In this article we want to show how socio-technical and product-service innovations can change social practices – the routine doings in everyday life – and, thus, support transition of socio-technical systems. We introduce theoretical considerations on how social practice theories and the framework of the Multi-Level Perspective in transition research can be linked to better understand transition processes from a micro-macro-link perspective. We then present cases based on desk research in the field of practices in bathing, heating and nutrition to show how these have changed over the past decades. Building on this, examples of concepts for sustainable product-service-design in these areas are introduced as leverage points to change social practices in everyday life. These have been developed in research projects or design student seminar works, respectively. We argue that this implies sustainable product-service-systems should be developed in a user- and actor-integrated framework, such as Sustainable LivingLabs. The integration of users and other stakeholders into participatory co-creation processes enables tailored solutions that take actual routines and dependencies seriously into account.