Although extant literature provided abundant evidence that men and women are different in their environmental behaviors, there is a lack of integration of gender differences in green consumption and the underlying mechanism that associates with these disparities. Therefore, to solve this existing gap, the current paper reviewed existing literature on green consumption with threefold purposes. First, presenting an integrated view of gender-different green consumption patterns along with the relationship of gender-related beliefs and individuals’ pro-environmental behavior based on existing evidence. Second, interpreting how gender differences are generated based on the value-belief-norm (VBN) theory, and the theory of social roles. Third, analyzing previous studies, providing implications for future research, and then proposing suggestions for marketing practitioners in the green products industry. Accordingly, this article compared men’s and women’s different behavior in green consumption and discussed how and why they behave differently. Generally, women show a more positive green consumption intention, consume less carbon, and purchase green products more frequently. Whereas men are doing better than women in terms of environmental knowledge, and in some regions, they express higher concerns about environmental problems. It interprets individual differences in green consumption based on VBN theory from a unique insight—gender. It also identified some barriers for both men and women to participate in green consumption, and then proposed several suggestions to improve the public willingness of engaging in green consumption.

Environmental education can effectively raise people’s awareness of environmental protection and encourage appropriate behaviors. This study explored the effect of narrative-based environmental education on children’s environmental awareness. To this end, we recruited first- and second-grade students from two elementary schools to participate in an experiment in which differences between the group receiving narrative-based environmental video education and the control group were compared. It was found that narrative-based environmental education can effectively promote children’s environmental awareness, which was mainly reflected in their environmental knowledge and environmental attitudes, however, not significant in their pro-environmental behavior intention. These findings support the implementation of environmental education for students in lower grades in the future.

Global climate change presents a profound threat to the survival and continued development of humanity. The present study featured a survey of 3005 adolescents in China on 13 December 2021, aiming to determine whether climate change beliefs (including recognition of the existence of climate change, cognition of the causes of climate change, and climate change risk perception) influence their engagement in energy-conservation behaviors. Concurrently, the psychological mechanism underlying the influence of environmental concerns on the above relationship was also tested. The results showed that, among youths, climate change belief positively predicts engagement in energy-conservation behaviors. Specifically, awareness of the existence of climate change, knowledge of the causes of climate change, and climate change risk perception all positively predict engagement in energy-conservation behaviors. Further, environmental concerns were found to play a mediating role in the relationship between climate change beliefs and energy-conservation actions. From a practical perspective, the government and education departments should guide young people to develop accurate perceptions of climate change, and should raise their awareness of energy conservation and social responsibility, which should lead to their development of energy-conservation habits.

The achievement of carbon neutrality has become increasingly important. Therefore, it the use of education to increase public understanding of carbon neutrality and facilitate low-carbon behaviors is urgent. Climate change knowledge is an effective measure to promote people’s interest and enthusiasm for specific educational projects. The present study analyzed the effects of climate change knowledge on adolescents’ attitudes and their willingness to participate in carbon neutrality education and validated the mediating effect of environmental responsibility. The findings showed that climate change knowledge improves adolescents’ attitudes toward carbon neutrality education and that environmental responsibility plays a mediating role in this. The findings provide insightful implications for carbon neutrality related policymaking and education promotion.

Hiking is a form of green tourism which deserves promotion and popularization, especially in present day China. However, the risks inherent in hiking could have a negative impact on the development of hiking tourism. It is important to better understand how people perceive the risks of hiking and what type of experience attributes they prefer. However, no studies have investigated the nature of risk perception from the perspective of hikers. This study explores the dimensions of the perceived risk of hiking and investigates the associated factors of hiking risk perception as well as hiking preference. A questionnaire with 18 items was used to capture people’s perception of hiking risks, and two groups of samples were surveyed. Generally, this study identified two dimensions of perceived risk towards hiking based on a sample of hikers, i.e., physical risk and psychological risk. Demographic variables such as gender, upbringing background, and hiking frequency were shown to predict hiking risk perception while gender and hiking frequency predicted route preference. The personality trait of sensation seeking appeared to be a significant predictor of hiking preference. These findings lend themselves to market segmentation and marketing strategies on hiking tourism.