Carbon Footprint Tracking Apps as Educational Tools for Promoting Sustainability Literacy and Behaviour in Higher Education: A Systematic Review

Sammanfattning

Aim:This study aims to develop a comprehensive understanding of how carbon footprint tracking applications (CFTAs) are used within higher education to support sustainability learning, engagement, and behaviour-related outcomes. It specifically examines the learning outcomes, methodological approaches, and theoretical frameworks used in the existing literature.Theory:This study uses experiential learning theory and the Theory of Planned Behaviour (TPB). Experiential learning theory is used to interpret how reflection, feedback, and active engagement support learning processes, while TPB is applied to understand behavioural change through attitudes, subjective norms, and perceived behavioural control. These frameworks provide a dual lens for examining both learning processes and behaviour-related outcomes in the context of carbon footprint tracking applications in higher education.Method:A systematic literature review (SLR) was conducted using Scopus, Web of Science, ScienceDirect, Google Scholar, and ResearchGate. Studies were selected based on PEO criteria focusing on higher education students, carbon footprint tracking applications, and sustainability-related learning or behavioural outcomes. PRISMA guidelines were applied during screening, 3 resulting in 15 included studies. Data were extracted and analysed using thematic analysis guided by experiential learning theory and TPB.Results:The review shows that CFTAs are primarily used to promote sustainability awareness and behavioural change, with limited integration into formal pedagogical frameworks. The reviewed literature is characterised by a strong emphasis on short-term behavioural outcomes, while deeper learning processes and sustainability competency development receive less attention. Methodologically, quantitative approaches and self-reported data dominate the evidence base, whereas qualitative and longitudinal studies remain relatively limited. Theoretically, behavioural models such as the Theory of Planned Behaviour (TPB) are commonly applied, while pedagogical frameworks are rarely used, indicating a gap in how learning is conceptualised and examined within this field.