Pro-environmental impact on university students: emotions generated
and involvement promoted by a UN storytelling
Impacto proambiental en jóvenes universitarios: emociones generadas e
implicación promovida por un storytelling de la ONU
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How to cite this article:
Del Moral Pérez, M. E.; López-Bouzas, N.; Castañeda Fernández, J. and Bellver Moreno, M. C. (2023). Pro-environmental impact on university
students: emotions generated and involvement promoted by a UN storytelling.
Doxa Comunicación
, 37, pp. 193-212.
https://doi.org/10.31921/doxacom.n37a1864
M. Esther del Moral Pérez.
University Professor. She teaches ICT applied to Education. Faculty of Teacher Training
and Education. University of Oviedo (Spain). She has 4 six-year research periods. She coordinates the research group
TECN@:Technology and Learning.
Principal Investigator of Competitive Projects, author of impact articles in prestigious
magazines. Research Areas: media, digital literacy, TV and childhood, video games, social networks, augmented reality,
digital applications, gamication, education in rural areas, etc. She carried out research stays in: Calgary (Canada),
Poitiers (France), Freiburg (Germany), ITD Genoa (Italy). He taught courses at Ibero-American universities (Chile,
Mexico and Peru).
University of Oviedo, Spain
[email protected]
ORCID: 0000-0002-9143-5960
Nerea López-Bouzas
.
PhD student in Education and Psychology with a University Teacher Training Scholarship (FPU).
Early Childhood Education Teacher and Master’s Degree in Research and Innovation in Early Childhood and Primary
Education. She collaborates with the Department of Education Sciences and is a member of the
TECN@: Technology
and Learning
research group of the University of Oviedo. Her lines of research focus on the integration of technological
resources in the teaching-learning process, inclusive education, digital applications, augmented reality, gamication,
analysis of audiovisual narratives, etc.
University of Oviedo, Spain
[email protected]
ORCID: 0000-0003-0753-0672
Jonathan Castañeda Fernández.
Associate professor at the University of Oviedo attached to the area of Research
Methods and Diagnosis in Education (MIDE). Graduate in Pedagogy (obtaining the National Award for Completion of
University Studies) and PhD with international mention from the University of Oviedo, achieved thanks to a scholarship
from University Teacher Training (FPU) and a pre-doctoral research stay at the Lusiada University of Lisbon. At the
teaching level, he has taught subjects primarily linked to educational research and evaluation. And at the research level,
he has participated in various projects (lines: evaluation of training activities, learning approaches, ecosystems to build
global citizenship, etc.) and is currently part of the “TECN@: Technology and Learning” research group of the Oviedo
University
University of Oviedo, Spain
[email protected]
ORCID: 0000-0003-4934-2979
is content is published under Creative Commons Attribution Non-Commercial License. International License
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1. Introduction
Growing public awareness of the need to look after the environment has not always translated into environmentally
responsible behaviours (Durán et al., 2010). is has led to a more intensive search for strategies for changing behaviours in
various sectors of the population in an attempt to ensure prosperity for all as part of a new agenda of sustainable development
(United Nations, 2015). e
Sustainable Development Goals
call for international engagement with the environment, which
Abstract:
e storytelling of the UN environmental campaign seeks to raise
awareness among young people. is research
(Fragmento eliminado
para anonimizar el artículo)
aims to: 1) nd out how storytelling
impacts, identifying their aective-emotional responses and detecting
the degree of environmental involvement –sensitization, awareness
and mobilization– generated; and 2) identify their opinions about
the persuasive capacity of the narrative. e methodology is mixed:
quantitative
, as an empirical non-experimental descriptive and
correlational study, with an exploratory and analytical nature of data
collected with a questionnaire. And,
qualitative
, after analyzing the
opinions expressed in focus groups. e results underline that the
storytelling message generates a lot of interest and empathy with the
protagonist. Its pro-environmental impact is high and is related to the
level of ecological awareness of the students. e narrative is highly
valued as it promotes a great environmental implication. It raises
awareness and raises awareness to reduce the consumption of plastics
and, to a lesser extent, mobilizes, since not everyone changes their
attitude. Finally, this strategy manages to transform an informative
message into a persuasive story, activating the interest of young
people. However, it is necessary to design campaigns that invite to
carry out concrete actions and propose eco-sustainable behaviors that
facilitate their emulation.
Keywords:
S
torytelling
; environment; emotions; pro-environmental impact; youth.
Resumen:
Se utiliza la campaña medioambiental de la ONU “Rompe con el plástico”
dentro del Proyecto Go Green! para sensibilizar a los universitarios sobre
el consumo de plásticos. La investigación se propone: 1) conocer las
respuestas afectivo-emocionales y nivel de implicación proambiental de
estudiantes de grados de Educación tras visionarla; y 2) identicar sus
opiniones sobre la pertinencia de su narrativa, mensaje y protagonista.
La metodología es mixta: cuantitativa, en tanto estudio empírico
no experimental, con muestreo no probabilístico –participantes del
proyecto (N=296)–, con carácter descriptivo y correlacional apoyándose
en datos recabados con un cuestionario. Y, cualitativa, mediante
grupos focales. Los resultados subrayan que el mensaje de la campaña
apoyada en la técnica del storytelling genera mucho interés y empatía
con la protagonista. La narrativa está muy bien valorada y propicia
gran implicación medioambiental. Su impacto proambiental es alto,
relacionado con el nivel de conciencia ecológica de los estudiantes.
Sensibiliza y conciencia para reducir el consumo de plásticos, aunque
no todos cambian su actitud. Concluyendo, la campaña transforma
un mensaje informativo en relato persuasivo, activando el interés de
la audiencia. Sin embargo, es preciso diseñar campañas más explícitas
que inviten a realizar acciones concretas y propongan comportamientos
eco-sostenibles emulables.
Palabras clave:
Storytelling; medioambiente; emociones; impacto proambiental;
jóvenes.
Received: 17/11/2022 - Accepted: 20/02/2023 - Early access: 27/03/2023 - Published: 01/07/2023
Recibido: 17/11/2022 - Aceptado: 20/02/2023 - En edición: 27/03/2023 - Published: 01/07/2023
M. Carmen Bellver Moreno
. Associate Lecturer. University of Valencia (Spain). Hired Doctor. Faculty of Philosophy
and Educational Sciences. Research lines: creativity, social networks and ICT and education, adolescence and youth.
She has one six-year period of research. She has carried out research and teaching stays in Québec (Canada), Florence
(Italy) and Sántarem (Portugal). She has participated as a researcher in competitive projects and in impact publications.
University of València, Spain
[email protected]
ORCID: 0000-0002-7718-9652
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requires publicity campaigns –of a clear social nature– aimed not only at encouraging pro-environmental attitudes, but also
at achieving emotional engagement, leading to collective engagement that would translate into measurable environmental
behaviours.
Non-Governmental Organizations (NGOs) –as members of civil society– play a key role in the creation and promotion of
basic sustainable objectives by encouraging social activism to channel criticism, demands, and grievances in the face of the
over-exploitation of the planet (Kramcsak-Muñoz, 2021). ey also promote synergies between dierent groups, reinforcing
people’s collaborative attitudes and making projects feasible, managed with good intentions (Argüello et al., 2022). is makes
them crucial factors, and their publicity campaigns are aimed at attracting people who are at least aware of the issues –mostly
young people– who can get involved in environmentally-sustainable action (Zarzuela & Antón, 2015).
It is worth emphasizing that practices such as
goodvertising
–used to persuade and educate society to look after the planet
(Viñarás, 2018)– are not a denitive solution. With reference to the Spanish Royal Academy (
Real Academia Española
),
sensitising people about the environment means making them aware of the problems so that they feel, think, and act with
an awareness of the consequences of their actions. is means considering attitude as a source of behaviour, a higher level
than the preassociative learning required by awareness (Froufe, 2011). is needs interventions that lead to the acquisition of
knowledge that can provoke certain feelings (attachment or rejection) and thus change consolidated habits. at means that
sensitization campaigns must be formulated so that they can change attitudes, incorporate discourse that appeals to emotions,
and openly invite mobilization, converting good intentions into tangible, sustainable action (Rodrigo-Cano et al., 2019).
In this regard, social advertising is opting for rational and emotional arguments, using storytelling as a narrative strategy
seeking audience involvement and identication in order to invite young people to make committed decisions (Senes &
Ricciulli-Duarte, 2019). e technique of storytelling captures attention better and leads to better engagement from young
people, encouraging them to identify and connect emotionally with characters, involving them in persuasive –or dissuasive–
storylines involving specic problems (Viñarás, 2018). Sundin et al. (2018) noted that pro-environmental campaigns supported
by storytelling techniques minimized the rejection of data-heavy scientic discourse while at the same time making it easier
for people to empathize with and understand these problems (pollution, desertication, climate change, species extinction,
etc.) (Estupiñán & Molina, 2020; Sánchez-Serrano et al., 2022).
Nowadays, there is a drive for narrative strategies, such as storytelling, that bring together cognitive, aective, and behavioural
components to spur young people’s mobilization, appealing to their social engagement (Wall et al., 2019). is includes seeking
immersion in gamied stories to promote acquisition of certain knowledge and attitudes (Salazar & Escobar, 2022). However,
despite storytelling’s potential, not all campaigns have the same impact on this audience –inheritors of the devastation of
natural resources and called on to lead notable change– as individual factors can determine what that impact is. is article
focuses on a case study about environmental sensitization, which is specied below.
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2. Keys for increasing young people’s pro-environmental engagement
2.1. From environmental awareness to pro-environmental behaviour
Ajzen and Fishbein (2000) and Ajzen et al. (2007) reported being able to predict subjects’ behaviour –about a given topic–
from the individual traits dening them: predispositions, demographic factors, socio-cultural norms where they came from,
prior knowledge, etc. In addition, people’s role models about caring for the environment could determine their behaviour.
Positive role models in particular were able to contribute to creating a climate that encouraged pro-environmental behaviours
(Vanegas-Rico et al., 2022). Interiorizing these norms, along with the subjects’ own knowledge and beliefs, promoted
individual emotional reection, which reinforced the formation of attitudes which led, in turn, to behavioural intentions,
leading to distinctly dierent behaviours. In this case, analysis of this complex process allowed the prediction of subjects pro-
environmental behaviour, and the detection of where it was lacking to provide interventions that produced attitudinal change,
in line with social norms (Figure 1).
Figure 1. Prediction of pro-environmental behaviour
Source: Adapted from the eory of Reasoned Action (Ajzen et al., 2007)
According to Ajzen et al. (2007), to stimulate pro-environmental attitudes, there needs to be more information about
environmental topics along with appeals to subjects’ emotions, which will trigger reection and identication with the
message. is means interventions are needed that encourage involvement in projects and initiatives which lead to tangible
pro-environmental behaviours. In particular, audio-visual environmental awareness campaigns have been tailored to dierent
audiences’ tastes and mores, adopting –in the present case– narrative strategies that are similar to young people’s modes of
expression and communication.
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2.2. Eective, storytelling-supported intervention
Storytelling fronted by real people has become the most powerful narrative for educating audiences about environmental
issues by appealing to emotions (Rodrigo-Cano, 2019). e persuasiveness of this technique is linked to the creative use
of audiovisual scripts that can provoke empathy, supported by metaphors that connect to young people on an aective-
motivational level (Castelló & Del Pino, 2019). e versatility of being able to break up the message into small pieces and tailor
it to dierent media means stories can be reconstructed and can go viral on social networks (Renó & Flores, 2018), increasing
their reach. is narrative strategy manages to transform informative messaging into persuasive stories, activating young
people’s interest (Marcos et al., 2021) and promoting acquisition of knowledge (Salazar & Escobar, 2022).
However, despite storytelling’s potential, whether the young audience assimilate the message is inuenced by their
backgrounds: beliefs, self-awareness and emotional regulation, level of environmental awareness, etc. (Chan, 2019). is
means that appropriate edu-communicative proposals should promote a common starting point that would help manage the
emotional component and promote positive attitudes, which would in turn lead to measurable pro-environmental behaviours.
ere are storytelling-based social publicity campaigns along these lines which serve as social wake-up calls from NGOs such
as
Greenpeace
,
Ecologistas en acción, WWF, Amigos de la Tierra, SEO/BirdLife
, etc. (Miranda, 2007). ere is no doubt that
they seek to sensitize audiences appealing to various aective-emotional elements (Jiménez-Gómez, 2017). In this regard,
Carrillo-Quiroga et al. (2022) recently proposed analyzing the aective, cognitive, and behavioural impact of environmental
communication. To that end, it would be interesting to determine how messages are perceived, what emotions they trigger,
and what levels of pro-environmental engagement they produce.
3. Pro-environmental campaigns:
Breaking up with plastic
(UN)
Various eorts are being made in dierent media addressing environmental issues. Campaigns with edu-communicative
components are aimed at raising younger generations’ awareness of the need to behave in ways that respect the environment.
is has included audiovisual spots through diverse channels that encourage sustainable development and encourage
proactive attitudes (Porcelli, 2020) in line with most of the objectives in the 2030 Sustainable Development Agenda (United
Nations, 2015).
ere has been an increase in recent years in governmental and NGO-led campaigns aimed at young people that appeal to
their environmental responsibility and seek to motivate them to change unsustainable habits and behaviours. ese include
reducing the use of plastics, wasting less water, sorting rubbish for recycling, saving energy, and recycling clothes and containers
(Lopes & Teixeira-Veiga, 2019). Some campaigns empathize more with this young audience, seeking their involvement and
engagement, giving them role models to imitate, and looking to make an emotional impact in order to activate positive pro-
environmental behaviours (Jung et al., 2020).
Looking at the potential impact of these campaigns, the present study examines young people’s opinions about a story-based
pro-environmental campaign that was part of an awareness campaign from a supra-national organization, the United Nations
(UN). e study aims to determine its emotional impact and the engagement it is able to generate with regard to looking after
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the environment. More specically, the study looks at
Breaking up with plastic
, the most recent UN campaign aimed at young
people (
https://n9.cl/60fjj
). It is a 2 minute video which is available on YouTube and has 130,928 views. e main character is
breaking up, metaphorically, with plastic, and describes it as if it were a toxic relationship.
e story looks for the WOW factor (Reunanen et al., 2017) to surprise and positively aect its young audience, using the
format of a TV drama and incorporating multicultural characters. It presents a series of images showing landscapes full of
rubbish (Figure 2), justifying the need to condemn something that causes the destruction of nature –plastic products and
containers (Figure 3) –and replacing it with
something else
– a metal bottle –that provides a healthier relationship (Figure 4). It
uses humor to show the main character’s emotional hurt, going from sadness (“you’re suocating me”) to anger (“It’s not me,
it’s you”), inviting the audience to act and end toxic relationships, alluding to plastic.
Figures 2, 3 and 4. Scenes from the break-up of a toxic relationship
Source: UN Breaking up with plastic (
https://n9.cl/60fjj)
4. Methodology
e study was an analysis of the impact of a specic case –the recent UN campaign,
Breaking up with plastic
– and was part of the
inter-university project
Go Green!,
involving 296 university students doing degrees in education at three Spanish universities,
detailed below. e objectives of the study were: 1) to determine the students’ aective-emotional responses and level of pro-
environmental engagement after watching the UN video story aimed at young people; and 2) identify their opinions about
the relevance of the story, message, and main character. is was to determine the impact, the extent to which it led to pro-
environmental behaviours in the young audience, and through that, whether it contributed to the construction of responsible
citizens –as indicated by Senes and Ricciulli-Duarte (2019).
e study used a mixed methodology, suitable for research linked to the eld of communication according to Jensen (2021).
It was
quantitative
, as it was a non-experimental, descriptive, correlational empirical study, which was exploratory and
analytical according to Cohen et al. (2011), using non-parametric tests to compare means. e data were collected via an
opinion questionnaire. It was also
qualitative
, supported by analysis of students’ opinions on certain pre-established topics in
focus groups, as recommended by Nyumba et al. (2018).
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4.1. Procedure
Phase 0. Project implementation
–
Case study: the impact of
Breaking up with Plastic,
a video that was part of the UN pro-environment campaign aimed at
young people.
–
Training sessions about narrative audiovisual strategies and techniques.
–
Watching the video.
Phase 1. Opinion questionnaire and construction of variables
–
Initial identication of subjects’ self-perceived levels of environmental awareness and the environmental-sustainable ac
-
tions they do most often, producing the variable
Level of Environmental Awareness (LEA)
with ve categories: very low=1
(cases scoring 0.00 to 0.20), low=2 (cases scoring 0.21 to 0.40), moderate=3 (cases scoring 0.41 to 0.60), high=4 (cases sco
-
ring 0.61 to 0.80), and very high=5 (cases scoring 0.81 to 1.00).
–
Students’ opinions were also sought on two issues: the video’s
emotional impact
and the
level of environmental engagement
it produced. From those two responses, the variable
Environmental Impact
of the video was created, with four categories:
none=1 (scores between 0.00 and 0.25), little=2 (scores between 0.26 and 0.50), some=3 (scores between 0.51 and 0.75),
and a lot=4 (scores between 0.76 and 1.00).
Phase 2. Focus groups
–
Participants: ree focus groups were created in each university to discuss three topics: 1) the persuasiveness of the story
(S), 2) the level of conviction of the message (C), and 3) the credibility of the protagonist (P). e opinions of the nine mo
-
derators (M), one for each group, were also subsequently collected (Figure 5).
–
Researchers: Following Frame eory (Scheufele, 1999), the records for each of the three topics were grouped together in 8
categories adapted from Buil et al. (2017) –inspired by the behavioural prediction model from Ajzen and Fishbein (2000)–
referring to four levels of environmental engagement noted by Musitu et al. (2020) and Vanegas-Rico et al. (2022): inaction,
awareness, sensitization, mobilization.
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Figure 5. e focus group methodology
Source: prepared by the authors
4.2. Sample
e sample was dependent on voluntary participation in the Project. More specically, we used a questionnaire to collect
the opinions from 296 university students doing degrees in education after they had watched the UN video,
Breaking up with
Plastic
. e students were attending three Spanish Universities: 20.&% from the University of XX; 38.9% from the University of
XX, and 40.5% from the University of XX. Most of the sample were women (87.5% vs. 12.5%).
At the beginning, the participants were asked about their levels of environmental awareness: 68.9% indicated being somewhat
aware, 8.8% indicated being very aware, 22% reported having little awareness, and 0.3% reported having no awareness. With
regard to sustainable actions and their frequency, most subjects indicated avoiding littering (82.1%), while 54.1% indicated
that they did not take expired medicines to the pharmacy, and 20% indicated that they did not dispose of harmful rubbish at
an appropriate refuse center (Graphic 1).
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Graphic 1. Sustainable actions
Source: prepared by the authors
Based on the above variables, the students could be classied according to their Levels of Environmental Awareness (LEA),
with 67.9% having a high level, 23% having a very high level, 8% having a moderate level, 0.3% having a low level, and nobody
having a very low level.
4.3. Instruments
1) e questionnaire created and validated for this study (Cronbach alpha=0.900) allowed us to –among other things–
determine the
pro-environmental impact
of the video via the responses about:
a) Emotional impact.
In line with the classic work from Hill and Mazis (1986), and Stout and Leckenby (1986), the students
were asked to indicate how much the video had triggered: interest, empathy, calmness, happiness, and hope (not at all
= 1, a little =2, somewhat = 3, a lot = 4).
b) Level of environmental engagement (LEE)
produced. e students were asked to indicate their levels of agreement
–using the same scale– with various statements linked to the four levels of environmental engagement inferred from
Musitu et al. (2020) and Vanegas-Rico et al. (2022), inspired by the behavioural model from Ajzen and Fishbein (2000):
a.
Inaction
: I1. I don’t identify with it; I2. It’s not appropriate.
b.
Awareness
: A1 I identify with the message; A2 It made me think about my actions.
c.
Sensitization
: S1. It has changed my attitude; S2. I know how to contribute to improvements.
d.
Mobilization
: M1. I would like to lend my support; M2. I need to know how to get involved.
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A descriptive analysis was performed on the study variables based on this questionnaire (frequencies, percentages, means,
and standard deviations). e Kolmogorov-Smirnov test was used to determine that the sample did not t the criteria for
normality (p values = 0.0000 in all items). Due to that, the tests on the variables were carried out using the non-parametric
Kruskal-Wallis test. In addition, the Pearson correlation coecients were calculated for the variables. e analysis was done
using SPSS v26.
Virtual record panels
(documents shared on Google Drive) allowed the mediators at each university to note the opinions
voiced by the group members about the three topics, narrative, message, and protagonist. ese opinions were grouped and
categorized considering the levels of environmental engagement. To that end, we used open coding to link certain words or
phrases to each level.
5. Results
5.1. Pro-environmental impact
e emotional impact produced by the story-based video was associated with the emotions it triggered. e most commonly
produced emotion was
interest
, responsible for the viewers focusing their attention on it. e next most-indicated emotion
was empathy with the message. As one might expect, there was hardly any joy or calmness indicated by the viewers, as the
video addressed the bleak implications of the accumulation of rubbish in the oceans. Nonetheless, the explicit suggestion of
changing from plastic to a more sustainable material did allow an increase in hope about saving the planet (Table 1).
Table 1. Percentage distribution of subjects based on emotions triggered by the video
Emotional
impact
Not at all (1)Little (2)
Somewhat
(3)
A lot
(4)
x
̄
DT
Interest1,48,118,672,03,60,69
Empathy8,425,026,440,23,01,00
Tranquillity11,542,632,813,22,50,86
Happiness
18,6
35,132,813,52,40,94
Hope2,421,351,724,73,00,75
Source: prepared by the authors
Following that, to determine statistically signicant dierences with regard to the subjects’ Levels of Environmental Awareness
and the emotions they felt, we compared means. ere were only dierences in relation to interest, with a higher LEA being
associated with increased interest in the video (p=0.044; Low:
x
̄
=4.0; Moderate:
x
̄
=3.4; High:
x
̄
=3.6; Very high:
x
̄
=3,7).
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In terms of the
Level of Environmental Engagement
produced by the storytelling-supported campaign, the subjects indicated
that it had made them think about their actions (S2:
x
̄
=3.2) and had also motivated them to lend their support to the cause
(M1:
x
̄
=3.2). ey also indicated that they identied somewhat with the message being transmitted (S1:
x
̄
=3.1), they wanted to
know more about the topic (C2:
x
̄
=3.0), and they wanted to learn how to get involved in similar projects (M2:
x
̄
=2.9). To a lesser
extent, there was a change in attitudes about reducing the use of plastics suggested by the video (C1:
x
̄
=2.6) (Table 2).
Table 2. Descriptive statistics related to Levels of Environmental Engagement (LEE)
GIM
Not at all (1)A little (2)Somewhat (3)A lot (4)
x
̄
DT
I1. I don’t identify with the message
100,00,00,00,01,00,00
I2. It’s not suitable
100,00,00,00,01,00,00
A1. I identify with the message
0,311,862,825,03,10,61
A2. It made me think
0,714,550,034,83,20,70
S1. It changed my attitude
2,740,249,77,42,60,66
S2. I want to know more
2,018,956,123,03,00,71
M1. I would like to lend my support
1,07,856,834,53,20,64
M2. I need to know how to get involved
3,027,046,623,32,90,79
Source: prepared by the authors
Subsequent comparisons between the LEE due to the video and the LEA the students had did not show signicant dierences
in most cases. However, students with higher LEAs indicated identifying more with the video’s message (p=0.009; Low:
x
̄
=2.0;
Moderate:
x
̄
=2.9; High:
x
̄
=3.1; Very high:
x
̄
=3.3), wanting to know more about the topic (p=0.049; Low:
x
̄
=3.0; Moderate:
x
̄
=2.7;
High:
x
̄
=3.0; Very high:
x
̄
=3.2), and being more disposed to lending their support to environmental causes (p=0.012; Low:
x
̄
=3.0; Moderate:
x
̄
=2.9; High:
x
̄
=3.2; Very high:
x
̄
=3.4).
Finally, once the variable
Pro-environmental impact of the video
was constructed from the
Emotional Impact
on the students
and the
Level of Environmental Engagement
produced by the video –as outlined in the procedure section– it became apparent
that the video had something of an impact on 61.2% of the students and a strong impact on 38.5%, while it had had a small
impact on 0.3% and no one reported being indierent.
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5.2. Correlations between variables
Table 3 shows that the
Level of Environmental Awareness
only correlated with a single element of each
Level of Environmental
Engagement
. e higher the LEA, the greater the identication with the message in the video (awareness), the greater the
interest in learning more about the topic (sensitization) and the greater the desire to support the environmental cause
(mobilization).
e
Emotional impact
of the video was positively and highly signicantly correlated with all of the emotions. e
Level of
Environmental Engagement
produced by the storytelling-based campaign was positively correlated with the other variables in
the study, except for the emotions of joy, empathy, and calmness –which was unsurprising given that the message was about
the need to combat the deterioration of the planet caused by the accumulation of plastic waste.
Finally, the
Pro-environmental impact
of the story was positively and highly signicantly correlated with all of the variables in
the study. e greater the emotional impact of the video and the higher the level of environmental engagement in the students,
the greater the pro-environmental impact of telling this story.
Table 3. Correlations
Level of environmental
awareness
Emotional impact
Level of Environmental
Engagement
Pro-environmental
impact
Interest0.034.295**.276**.275**
Empathy-0.086.729**-.143*.334**
Calmness-0.068.599**-.126*.301**
Joy-0.055.635**-.278**.182**
Hope0.079.162**.260**.241**
A1. I identify with the message
.236**0.018.492**.407**
A2. It made me think
0.088-0.093.580**.372**
S1. It changed my attitude
0.049-0.079.619**.444**
S2. I want to know more
.162**-.128*.737**.407**
M1. I would like to lend my support
.194**-0.070.633**.396**
M2. I need to know how to get involved
0.089-.123*.637**.407**
**. e correlation is signicant at the level of 0.01 (bilateral).
*. e correlation is signicant at the level of 0.05 (bilateral).
Source: prepared by the authors
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5.3. Factors reinforcing environmental engagement: focus groups
From a qualitative point of view, in an attempt to understand which elements of the video (narrative, message, protagonist)
led to greater or lesser levels of environmental engagement (LEE), we recorded the opinions expressed by members of the
focus groups in each university. ose records were grouped together and classied using open coding to be then associated
with the levels of environmental engagement: inaction, awareness, sensitization, and mobilization, inferred from Musitu et
al. (2020) and Vanegas-Rico et al. (2022). ese opinions are shown below for each of the topics together with the associated
Level of Environmental Engagement.
e young woman’s rst-person account did aect the audience’s awareness and motivation to a large extent, based on their
opinions (Table 4).
Table 4. Persuasiveness of the story
Opinions
LEE
“It’s too serious a topic to make a funny video about”
I2
“We relate to a rst-person account of a personal problem”
A1
“It shows real people in a setting like a teen drama (scenes, aesthetics, image)”
A1
“It captures the attention, it connects to a young audience’s everyday problems”
A1
“It rejects the ageist stereotypes that stigmatize young people”
S1
“It’s a call to action from an original, engaging story”
S1
“It encourages a change to harmful behaviours from a funny story, humor that seems a long way from catastrophizing”
M1
“It invites you to join the cause with a positive contribution (hope)”
M1
“It encourages people to change habits with specic suggestions for people”
M2
Source: prepared by the authors
e
Level of Environmental Engagement
encouraged by the video was greater, able to motivate viewers to replace plastic with
other, less damaging materials such as aluminum (Table 5).
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Table 5. Level of conviction of the message communicated
OpinionsLEE
“It helps you think about the use of plastic nowadays”
A2
“It successfully presents direct, realistic metaphor so you identify with the message”
A2
“It is an awareness-raising story that is realistic and down to earth”
S1
“It reinforces the viewer’s previous beliefs”
S1
“It goes against the apocalyptic stories, it’s eective and gives suggestions for pro-environmental behaviour”
M2
“It shows ways individuals can act now”
M2
Source: prepared by the authors
e main character in the monologue was able to make the audience aware of reducing plastic use, sensitising and mobilizing
to a lesser extent (Table 6).
Table 6. Credibility of the protagonist
OpinionsLEE
“It encourages young people to identify with it and project onto it, regardless of gender or age”
A1
“It shows an inclusive, multicultural view”
A1
“e metaphor of the toxic relationship is appealing: it empathizes with the audience and their experiences and inter
-
ests, it immerses them in its own reality connecting emotionally”
A2
“It invites reection about the use of plastics nowadays”
A2
“Dening the relationship with plastic as toxic helps us reconsider and change our attitudes”
S1
“It suggests change as a solution to a global need”
M1
Source: prepared by the authors
Analysing the focus group opinions (Table 7), the UN video as a whole raised awareness in 42.8%, mobilized 28.6%, and
sensitized 23.8%. It only produced inaction in one case who felt that it was not appropriate to deal with such a serious topic
comically.
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Table 7. Percentage distribution of LEE produced by the video and its elements: conclusions of focus groups
LEE
Persuasiveness of storyConviction of messageCredibility of protagonist
Total
I1
0 (0.0)0 (0.0)0 (0.0)0 (0.0)
I2
1 (100.0)0 (0.0)0 (0.0)1 (4.8)
A1
3 (60.0)0 (0.0)2 (40.0)5 (23.8)
A2
0 (0.0)2 (50.0)2 (50.0)4 (19.0)
S1
2 (40.0)2 (40.0)1 (20.0)5 (23.8)
S2
0 (0.0)0 (0.0)0 (0.0)0 (0.0)
M1
2 (40.0)0 (0.0)1 (20.0)3 (14.3)
M2
1 (20.0)2 (40.0)0 (0.0)3 (14.3)
Total
9 (42.9)6 (28.6)6 (28.6)21 (100.0)
Source: prepared by the authors
6. Discussion and conclusions
Our study conrmed that the university students who participated in the
Go Green!
project felt that they were mostly aware of
environmental issues, although a quarter of them confessed to not being very aware. is underscores the need to continue
designing pro-environmental campaigns aimed at this audience, especially through the social networks they spend time on –
according to Marcos et al. (2021)– such as Instagram, Facebook, TikTok, and Twitter, which have storytelling-based mechanics.
As San Cornelio et al. (2021) noted, environmental activism on social networks could contribute to increased awareness in
young people.
In addition, most of the subjects reported sustainable activities such as avoiding littering, separating waste for recycling, and
saving water and energy at home, as a result of their formal and informal sensitization. A quarter of those surveyed did not
properly dispose of toxic waste (oils, batteries, lightbulbs, electronic devices, etc.), and more than half did not return unused
or expired medicines to pharmacies. is means that, despite the general consolidation of sustainable habits in Spain –as
reported by the rm Essity (2021)– there are still things to improve. ese aspects should be included in future campaigns in
order to promote these groups’ interest, as indicated by Marcos et al. (2021).
e Level of Environmental Awareness in these university students was high and they appeared to be particularly receptive to
messages of environmental improvement, understanding how that would impact their quality of life. is was emphasized in
the study by Jung et al. (2020), who showed evidence of youth-led interventions and mobilization in various contexts, calling
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for social change to preserve the ecosystem to make it more habitable. In this regard, various entities have demonstrated the
current social concern about this (National Geographic, Greenpeace, UNEP, etc.). More specically, the UN’s
Breaking up
with Plastic
campaign message of reducing the use of plastics generated a lot of interest and empathy in university students by
addressing the components described by Estupiñán and Molina (2020), and Sánchez-Serrano et al. (2022). Consequently, it had
a high pro-environmental impact on the students surveyed. In addition, as one might expect, a higher Level of Environmental
Awareness was associated with greater interest in the video.
According to the data from the focus groups, the narrative strategy used in the campaign was the element they rated most
highly as producing greater environmental engagement –similar to what was reported by Castelló and Del Pino (2019), and
Sánchez-Serrano et al. (2022). As a whole, the video raised young people’s awareness and sensitize them, which is a great
success given the aim of the UN campaign. It mobilized them to a lesser extent, suggesting a need for more direct, explicit
campaigns calling for specic actions and proposing environmentally sustainable behaviours to emulate, using personalities
that a young audience can easily identify with, in line with the suggestions from Rodrigo-Cano (2019). In this regard, there are
reward-based schemes to reinforce pro-environmental behaviours, such as the one in the community of Valencia that uses a
digital application called
Reciclos
to gamify and reward recycling (Bluemedia Estudio, 2019).
e eectiveness of environmental awareness campaigns for the younger audience is associated with their emotional impact,
as noted by Renó and Flores (2018). is aspect should be emphasized because emotions are in turn closely linked to pro-
environmental impact, as indicated by Del Moral et al. (2022). Our results show that the UN’s use of a pro-environmental
storytelling narrative strategy managed to raise awareness, sensitize, and mobilize the university students to reduce their
consumption of plastic. e hopeful message the main character communicated encouraged audience identication, using
a story and situations that they could relate to –as noted by De Miguel (2022). It called on them to think about the issue, and
made them aware of a model to follow for reducing plastic use, motivating them to change their own behaviours and get
involved with environmental projects and initiatives.
Just as Teso-Alonso (2020) concluded, the way that environmental issues are communicated needs to improve in order to
help the audience understand the extent of the risks to survival and encourage changes in attitudes to promote sustainable
actions. ese types of campaigns must not only appeal to subjects’ emotions to help them identify with the message, they
must also improve the information about environmental topics to increase reection, inspire support for the cause, encourage
involvement, and drive changes in attitudes that would translate into behaviours that respect and care for the environment, as
indicated by Schutz-dos-Santos and Kuhnen (2022), and Del Moral et al. (2023). To be eective, they should be incorporated
into the formal educational context, bringing the communicative together with the educational, addressing the Sustainable
Development Goals (United Nations, 2015) transversally, as suggested by Gómez-Galán (2019).
ere is no doubt that watching this video should be accompanied by an educational discussion group that would help young
people think about environmental issues as well as giving them specic information that would spur them on: recycling,
beach cleanup projects, replacing plastics with less polluting alternatives, etc. At the same time, there need to be sensitised
activities for children and young people that encourage reection and changes in attitudes, promoting mobilization in a fun
way in defense of pro-environmental values –as Salazar and Escobar (2022) emphasized. is may even go so far as to involve
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young people in the design of these kinds of audiovisual creations– as suggested by Estupiñán and Molina (2020), and Walsh
and Cordero (2019) –to make them more persuasive and better able to generate pro-environmental engagement in their peers,
perhaps even making them the protagonists, to improve the level of conviction of the message.
7. Acknowledgment
e translation of this article is funded by the University of Oviedo, thanks to grants from recognized research groups, in this
case, the research group Tecn@: Technology and Learning from the University of Oviedo. It has been translated by John Wyke
Translation Services.
8. Specic contribution of each author
Given names and surnames
Concept and work designM. Esther del Moral Pérez, Nerea López-Bouzas and M. Carmen Bellver Moreno
Methodology
M. Esther del Moral Pérez, Nerea López-Bouzas and Jonathan Castañeda
Fernández
Data collection and analysis
M. Esther del Moral Pérez, Nerea López-Bouzas, Jonathan Castañeda Fernández
and M. Carmen Bellver Moreno
Discussion and conclusionsNerea López-Bouzas and M. Carmen Bellver Moreno
Writing, formatting, review, and version approval
M. Esther del Moral Pérez, Nerea López-Bouzas M. Esther del Moral Pérez,
Jonathan Castañeda Fernández and M. Carmen Bellver Moreno
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212
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nº 37, pp. 193-212
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July-December of 2023
Pro-environmental impact on university students: emotions generated and involvement promoted by a UN storytelling
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
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