• Most of the cycling in Warsaw is recreational. • Lack of proper infrastructure and safety on roads prevent more cycling. • Weather is a more important barrier for recreational than utilitarian cyclists. • A comprehensive set of policies is needed to make Warsaw “bike-friendly”.

With the purpose of analysing if case-based teaching methodology could improve higher education students’ knowledge about sustainable development, a quasi-experimental study was conducted in an international project (PASSION—Partnership for Sustainable Development and Social Innovation) and in five countries (Greece, Poland, Portugal and Sweden). Cases were interdisciplinary and focused on sustainable development goals aligned with common worldwide dilemmas like, for example, food consumption, organic farm or nature protection. Our sample consisted of 104 university students aged between 18 and 58 years, where 53% were female. Standardized pre- and post-tests were administered, and a significant improvement in sustainable development knowledge was observed considering three main questions in the pooled dataset (t₁₀₃ = −7.324; p = 0.000). Regarding the four cases applications where results were more significant, an in-depth analysis was conducted, allowing the project team to better understand participants answers to multiple-choice and open questions which are analysed and discussed individually. Our results demonstrate that the case-based teaching improved the knowledge of sustainable development goals, which is expected to induce positive changes in pro-environmental behaviours. We also point out the potential of case-based teaching applied in a cross-country manner. The scheme is particularly valuable in dealing with complex sustainability dilemmas that show better their global perspectives.

This paper seeks to contribute to existing debates on the relationship between democracy and environmental quality. More specifically, we aim to provide nuance and insight into the question as to whether democratic regimes are better equipped to protect the environment. After critically reviewing theoretical arguments and providing an overview of existing empirical studies, the paper proposes an approach which consists of the use of non-parametric correlations between democracy and environmental quality, and a consideration of the interactions between democracy, government effectiveness, economic prosperity, and perceptions of corruption. Crucially, we show that, although a positive correlation can be found between levels of democracy and environmental quality, the picture is somewhat blurred if data are stratified using criteria such as government effectiveness and corruption perceptions. Consequently, the main argument the paper pursues is that, to assess the relationship between democracy and environmental quality, intervening factors and their effects need to be acknowledged and taken into account.

Strengthening positive human–nature relationships is seen as a way to more pro‐environmental behaviour and leads to a greater environmental sustainability. Therefore, understanding human–nature relationships has attracted increasing attention among researchers. Nature connectedness is a concept developed to measure such relationships. Since nature connectedness is complex and context dependent phenomenon, more research comparing sociocultural and environmental factors within societies in different countries is needed to understand its determinants. In this study, we explored how sociodemographic and socioeconomic characteristics and value orientation of respondents and environmental variables affected nature connectedness across different contexts in the European Union. We used 11 sociodemographic, socioeconomic and personal value factors from the computer‐assisted web interview (CAWI) and six environmental variables characterizing the local environments of 1054 respondents as independent variables to explain the nature connectedness of the respondents in Greece, Poland and Sweden. The individual level of nature connectedness (response variable) was expressed by an additive index (NC‐index) based on a 5‐item scale originating from CAWI. The general additive model was applied to link NC‐index to sociodemographic, value orientation and selected environmental variables. We found that the sociodemographic characteristics of the respondents and their value orientation were substantially more important in explaining the individual level of nature connectedness than environmental variables. The NC‐index was positively correlated with the frequency of visits to the natural environment and biospheric values of the respondents, and was higher for women and the most prosperous respondents. Moreover, we observed several country‐wise differences in associations between explanatory variables and NC‐index. For example, altruistic orientation was positively related to the level of nature connectedness only in Greece, but not in two other countries, and residence during childhood was important to nature connectedness only in Sweden. Our findings that some sociodemographic, socioeconomic and value orientation variables affect the level of individual nature connectedness across studied countries are encouraging. They indicate that some universally applied educational actions may elevate the level of nature connectedness. We argue that exploration of nature connectedness from a cross‐country perspective may provide significant insights into the environmental debate in national and international contexts. Read the free Plain Language Summary for this article on the Journal blog.

One of the main challenges in sustainability discourse is its multifaceted nature often requiring that many different disciplines must cooperate in order to achieve progress. This issue also concerns sustainability education. In the article, we highlighted the experiences from the international cooperation of university teachers and researchers with highly diverse professional backgrounds who worked together on developing educational materials for university students in sustainability-oriented courses. The study is based on qualitative, participatory evaluation research, applying two rounds of open-ended questionnaires distributed to the same respondents (n = 18). For the analysis, we used the open-coding procedure for identifying the main categories. The results show some of the opportunities and barriers that emerged in the process of this cooperation. In particular, we discuss the issues related to the high heterogeneity of the group, such as the clashes of the different perspectives on the topics covered, group dynamics issues, trust, facilitation challenges, and also opportunities that such heterogeneity offers. We highlight the importance of open reflectivity in sustainability-oriented educational projects as the key to their successful implementation. Finally, we believe that results of this participatory study are useful in designing new projects aiming at further improvement of academic education in sustainability and sustainable development.