Eco-Mindfulness: How Sustainable Habits Improve Wellbeing

Article Date | 19 January, 2026

By Dr. Shabana Talpur, Lecturer in Business, LSST Elephant and Castle

Introduction: Bridging Sustainability, Education and Human Flourishing

Higher education faces a widening dual mandate: to prepare students for employability and to cultivate responsible global citizens capable of responding to accelerating planetary crises. Too often, this mandate is framed as a dichotomy between academic success and environmental responsibility. Yet emerging interdisciplinary evidence suggests a different perspective—the idea that environmental stewardship and personal wellbeing are mutually reinforcing dimensions of human development rather than competing priorities (Clayton & Myers, 2015).

This article advances the concept of eco-mindfulness, defined as the intentional integration of sustainable behaviours into daily life in ways that enhance both environmental and psychological wellbeing. Drawing on research across psychology, behavioural science, environmental studies, and higher education pedagogy, and situating the discussion within LSST’s established student-support ecosystem, I propose a framework for embedding sustainability within curriculum, research culture, and institutional practice. The argument is straightforward: when educational institutions integrate sustainability into teaching, learning, research, and wellbeing structures, they simultaneously foster healthier individuals and more environmentally conscious graduates.

Theoretical Foundations: The Eco-Wellbeing Nexus

Psychological wellbeing and environmental behaviour are connected through several well-established mechanisms. Self-Determination Theory argues that pro-environmental actions fulfil the psychological needs of autonomy, competence, and relatedness (Deci & Ryan, 2000). Helm and Subramaniam (2019) extend this, demonstrating that eco-conscious decisions activate reward pathways and reduce cortisol, supporting stress regulation. However, their Western-centric sample highlights the need for culturally diverse replication—especially relevant to LSST’s multi-national learner community.

Environmental psychology further demonstrates that nature exposure reduces cognitive fatigue and improves mood through “soft fascination”, allowing the brain to replenish attentional resources (Wang et al., 2019). Nieuwenhuijsen et al. (2017) found strong correlations between access to green space and reduced depression prevalence across Europe, though socioeconomic contexts complicate causality.

A critical gap in the literature concerns self-efficacy. Bandura (1997) argues that sustainable behaviours persist when individuals perceive their actions as meaningful. Without institutional infrastructure, individuals may experience “eco-anxiety” rather than empowerment. This reinforces the importance of educational environments that scaffold, model, and reinforce sustainable action—precisely where LSST possesses significant latent capacity.

Institutional Context: LSST’s Strong Wellbeing Framework as a Foundation for Sustainability Education

LSST’s wellbeing provision offers a strong platform for sustainability integration. The institution’s Student Wellbeing Support and Disability Policy (LSST, 2026) outline comprehensive mental-health, academic-support, and accessibility frameworks designed to address barriers commonly faced by non-traditional learners. Evidence shows that such structures significantly improve engagement and retention (Thomas, 2012; Tinto, 2017), thereby enhancing the likelihood that students can meaningfully engage with sustainability learning and leadership.

Monthly wellbeing workshops, check-ins, and access to Student Wellbeing Officers provide emotional and psychological support that enables students to participate in wider sustainability initiatives without becoming overwhelmed (Sher & Mukhtar, 2025). As Student Ambassador Alina Bors (2025) reflects, LSST fosters an environment where personal understanding and growth accompany academic development—precisely the conditions needed for environmentally conscious identity formation.

LSST also responds proactively to emerging pressures. Dr Elaheh Barzegar’s research on AI ethics and mental health, presented at Oxford University, shows that students feel more confident and behave more ethically when institutions clearly guide technology use (Barzegar, 2025). Similarly, Dr. Sanjay Mody’s work on mindfulness and emotional intelligence (Mody, 2024) aligns directly with eco-mindfulness principles by emphasising self-awareness, intentionality, and wellbeing.

Together, these initiatives demonstrate LSST’s capacity to integrate sustainability into its broader wellbeing and educational mission.

Educational Environments as Behaviour Change Catalysts: Critical Evidence

Extensive research supports the idea that higher education environments shape long-term sustainability attitudes and behaviours. UNESCO’s synthesis of 39 countries (Leicht et al., 2018) found that when sustainability is embedded across the curriculum, campus operations, and experiential projects, graduates show significantly higher environmental advocacy and resource-conservation behaviours five to ten years later.

However, Barth and Rieckmann (2012) argue that sustainability education must develop critical competencies—systems thinking, anticipatory skills, ethical reflection—rather than rely on information-based campaigns. Their findings reveal that students achieve deeper behavioural integration when they engage critically with environmental issues rather than simply receiving prescriptive advice.

LSST’s work with external partners provides a strong foundation for this type of pedagogical integration. For example, the institution’s engagement with Greenpeace (LSST, 2024) exposes students to systemic perspectives on the plastic crisis while encouraging debate and independent judgement. Such interventions develop the analytical, moral and practical capacities that research identifies as essential for sustainability leadership.

Practical Applications: Theoretically Grounded Interventions for a Sustainable Wellbeing

The following evidence-based interventions demonstrate how an educational institute can embed sustainability into student experience, curriculum design, and institutional culture.

1. Digital Mindfulness and Energy Consciousness

Digital infrastructure accounts for over 1% of global electricity consumption (Masanet et al., 2020). Encouraging students to streamline cloud storage, reduce unnecessary printing, and switch off devices fosters intentional digital habits. These micro-actions serve as “gateway behaviours” that strengthen environmental identity (Thøgersen & Crompton, 2009).

Educational integration:

• Embed digital sustainability literacy within business, IT, and management programmes.
• Encourage staff to model low-energy teaching practices.
• Promote student research on the carbon footprint of digital systems.

2. Reusable Systems and Waste Stream Transformation

Reusable bottles, cups and containers reduce waste, but only when institutional infrastructure supports them. Campus water stations, dishwashing facilities, and recycling systems are essential for removing behavioural barriers.

Educational integration:

• Introduce circular economy assignments within business and social science modules.
• Engage students in campus waste audits as part of research methods training.
• Incorporate sustainability into staff development on learning resources and procurement.

3. Active Transportation and Movement Integration

Active commuting improves both environmental impact and personal health (Götschi et al., 2016). LSST’s urban locations provide ideal access to public transport, cycling routes, and walkable spaces.

Educational integration:

• Use transport impact analysis in modules on sustainable cities and public policy.
• Encourage student projects by analysing commuting emissions.
• Advocate for secure bike storage and awareness campaigns.

4. Nature Engagement and Restorative Practice

Access to green space supports stress reduction and cognitive restoration (Wang et al., 2019). Encouraging outdoor study sessions, campus gardening or short nature breaks aligns wellbeing with sustainability.

Educational integration:

• Design nature-based learning experiences.
• Use nature-wellbeing research in psychology and health courses.
• Engage students in community greening initiatives.

5. Collective Action and Community Formation

Collective sustainability initiatives build social capital, wellbeing and leadership (Putnam, 2000; World Economic Forum, 2022).

Educational integration:

• Create student-led sustainability councils with decision-making power.
• Implement service-learning projects linked to environmental challenges.
• Promote cross-campus events and inter-disciplinary sustainability projects.

Toward an Institutional Transformation Through Education

The evidence demonstrates three key principles:

1. Environmental behaviour enhances wellbeing through need satisfaction, stress reduction, efficacy and social connection (Deci & Ryan, 2000; Wang et al., 2019).
2. Educational institutions are powerful environments for cultivating sustainability behaviours, especially when curriculum, operations and culture align (Leicht et al., 2018).
3. LSST possesses exceptional capacity—its wellbeing infrastructure, partnerships, and student diversity are ideal for an institution-wide sustainability strategy.

However, a transformative shift requires that sustainability becomes integral to LSST’s identity, not an optional initiative. Whole-institution models (Sharp, 2002; Sterling, 2004) demonstrate that long-term impact emerges only when sustainability is woven into curriculum design, staff development, student support, research culture, and campus operations.

For LSST, this could include:

• Embedding sustainability competencies within programme learning outcomes.
• Integrating environmental themes into academic and wellbeing support.
• Empowering student sustainability councils.
• Tracking environmental performance with student involvement.
• Supporting staff research on sustainability, wellbeing, and behavioural change.

Conclusion: A Vision for a Green Education

The pursuit of a Green LSST is more than an operational goal—it is an educational philosophy. By embedding sustainability into teaching, learning, research and wellbeing structures, LSST can cultivate graduates for whom sustainable living is a natural expression of personal wellbeing, intellectual curiosity, and social responsibility.

In an era of climate disruption, educational institutions hold both responsibility and opportunity. LSST’s inclusive learner community, supportive wellbeing infrastructure and a growing network of partnerships place it in a uniquely strong position to lead sustainability innovation.

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