This emerging area of study would draw upon several existing theories and frameworks, including:
* Social Cognitive Theory (SCT): This theory emphasizes the role of observation, self-efficacy, and social reinforcement in shaping behavior. In the context of vocational education, it suggests that students learn environmentally responsible practices by observing instructors and peers, developing confidence in their ability to perform these practices, and receiving positive feedback for their efforts. For example, a carpentry student might learn sustainable forestry practices by observing their instructor and receiving praise for using reclaimed wood.
* Theory of Planned Behavior (TPB): This theory suggests that intentions are the strongest predictors of behavior. To promote environmentally friendly habits, vocational programs would need to influence students' attitudes, subjective norms (perceived social pressure), and perceived behavioral control (belief in their ability to act). For example, a program might emphasize the social benefits of sustainable building practices to influence subjective norms, and provide students with the necessary tools and skills to build energy-efficient structures (perceived behavioral control).
* Habit Formation Theory: This focuses on the gradual development of automatic behaviors through repetition and reinforcement. Vocational education can contribute by incorporating environmentally friendly practices into the curriculum repeatedly, providing consistent feedback, and making these practices part of the routine within the learning environment. For example, consistently using recycling bins in the workshop can help students develop a habit of recycling.
* Ecological Systems Theory (Bronfenbrenner): This theory emphasizes the interconnectedness of different levels of influence on behavior, from the individual (microsystem) to broader societal influences (macrosystem). A comprehensive approach to fostering environmental habits would consider the influence of the classroom, the school, the community, and societal values on students' environmental behavior.
In summary, a "theory of environmental habits in vocational education" would be an integrative approach, drawing on these and other relevant theories to understand and promote environmentally responsible actions within the context of vocational training. It would focus on developing practical skills *and* environmentally conscious attitudes and habits simultaneously, recognizing the importance of both knowledge and behavior change. Research in this area is likely to explore effective pedagogical approaches, curriculum design, and assessment strategies to achieve this integration.