  Education for sustainable development supports the improvement of knowledge,
skills, attitudes and behaviors related to global challenges such as climate
change, global warming and environmental degradation, among others. It is
increasingly taking place through projects based on information and
communication technologies. The effectiveness of the actions taken depends not
only on the quality of the project activities or the sophistication of the
innovative tools used. Social commitment also depends on the beliefs and moral
judgements manifested by potential recipients of educational activities on
environmental issues. This study aimed to identify the beliefs and moral
judgements that may facilitate or hinder the implementation of educational
activities based on information and communication technology, shaping
pro-environmental attitudes and behavior among city dwellers. Based on the
co-creation workshops conducted, five general categories emerged:
responsibility, sense of empowerment, local leadership, real eco-approach, and
eco-knowledge. The research findings may contribute to the design of
educational activities dedicated to shaping the pro-environmental behavior of
city dwellers.
