23 | IMPULSE #2 – Clothing Swap

I’ve already attended a few clothing swaps so far, and every time I go, I’m reminded why they’re a great way to refresh my wardrobe sustainably. Today’s swap at Forum Stadtpark in Graz was no exception.
For anyone who hasn’t been to a swap before, it’s a bit like treasure hunting. You bring clothes you’re ready to part with, and in return, you can take something „new-to-you“ home, all without spending a cent. It’s a refreshing change from the shopping experience we’re used to, combining sustainability, creativity, and a good dose of community spirit.
This swap had all the usual excitement: people sorting through racks, helping friends to find pieces, and sharing stories about the items they were parting with. It’s a way to consume less, reduce waste, and still have fun with style.
Events like these show that, beyond the ecological benefits, clothing swaps are also about building community around a shared love of sustainable living and oftentimes there are even some foods and drinks provided.

One reason I keep coming back to these swaps is how effortlessly they support sustainable fashion. It shows that swaps are the best answer to the problem of fast fashion. By choosing to swap, you’re extending the life of clothes and reducing the need to produce new items.
It’s so easy to forget that every shirt, skirt, and pair of jeans has a footprint, from water consumption to emissions.
Even small acts like these can make a difference, especially when it means we’re keeping clothes in circulation and reducing the constant demand for “new.”
Swaps make sustainable fashion accessible and fun. They’re usually free, which removes the cost barrier of eco-friendly fashion for a lot of people.
Even though sometimes, making sustainable fashion choices can feel like an uphill battle, especially when fast fashion dominates, experiences like clothing swaps show that sustainable choices don’t have to be restrictive or expensive. If anything, they expand our options and offer a fresh take on fashion. In a world where fast fashion dictates what’s in style every season, swaps offer a refreshing mix of options from every trend, style, and decade. I left a lot of swaps with unique pieces that I never would have found in a fast fashion store.

One of my main focuses for my master’s thesis is finding ways to gamify sustainable choices, especially through everyday actions like clothing swaps. They are a natural fit for this idea because they’re low-effort but high-impact. In my project, I imagine an app that rewards users for sustainable actions like attending a swap or donating unused items.
This app would go beyond typical reward systems by incorporating points, badges, and other incentives each time someone makes an eco-conscious choice, such as going to a swap. Imagine you attend a clothing swap, and afterward, you get points or achievements added to your profile. These could eventually translate to tangible rewards or even unlock perks in local eco-friendly stores. For instance, 50 points might earn you a discount at a sustainable boutique, or you might receive invites to exclusive events or workshops on sustainable fashion.
One feature I think could be especially helpful is a map that shows upcoming swaps, thrift stores, and sustainable events nearby, so people could plan their wardrobe refreshes and eco-conscious shopping trips in advance. These points could also motivate people to start swapping regularly or even organize swaps in their communities.

Aside from in-person swaps, other platforms make it easier than ever to shop sustainably. One of my favorite online options is Vinted, where you can buy and sell secondhand clothes for affordable prices. Vinted’s marketplace is filled with a huge range of styles and brands, often available for a fraction of the retail price. Apps like Vinted are a great supplement to clothing swaps because they make it easy to extend the life of your clothes.

There’s also the option to browse through local thrift stores, which offers a similar thrill to attending a swap – you never know what you’ll find, and each piece feels more personal.
In Graz there are for example the Carla-Shops or Humana-Stores, but from time to time there are also very big Vino Kilo Sales, where you pay per kg clothes you want to take home, the next one in Graz will take place on 16th and 17th of November.

Stores and platforms like these also support sustainable fashion habits, and I’d love to include options like Vinted in my thesis project as another way to earn points for sustainable choices.

Events like today’s swap reinforce my belief that sustainable choices can be fun, accessible, and impactful. While fast fashion continues to dominate, small actions like choosing swaps can lead to bigger change. By integrating swaps into my project, I hope to make sustainable fashion more visible and encourage more people to make eco-conscious choices. And as these choices will become rewarding, there might be more people opting for sustainable options simply because it feels good, both personally and planet-wise.

Next Vino Kilo Sale in Graz: https://www.eventbrite.at/e/bethrifty-vintage-kilo-sale-graz-16-17-november-tickets-1036671060047?aff=ebdssbdestsearch&keep_tld=1
Vinted: https://www.vinted.at/
Carla Stores: https://www.caritas-steiermark.at/carla?gad_source=1&gclid=Cj0KCQjwm5e5BhCWARIsANwm06hjRVQ9Nka6YkVOj_7Eoph2YkXZ0amtt9Qu4PzqMmZwos7zzKGAS6EaAoInEALw_wcB

20 | Demo-Video of my game

I’m excited to share with you a video demonstration of my adaptation of the classic board game “Mensch ärgere dich nicht.” In this version, I’ve added a unique twist focused on sustainability and environmental education. Below is a video that walks you through the game. Please note that the audio and video quality might not be the best since I didn’t have professional equipment. Also, the video is in German, as the players were German speakers, and this made the most sense for the context. A detailed description of how the game is played can be found in blog post 17.

Unfortunately I can’t upload the video here because of the file size, but you can watch it here:
https://drive.google.com/file/d/1Fuqhzb4c88gWCH78gK7VYMnc6Bxh1T-y/view?usp=drive_link

In the video, you can see how the game incorporates special event fields and sustainability-themed event cards. Children learn more about environmental consciousness and sustainable decisions through various events and questions. The collection of environmental points helps reinforce the idea that sustainable actions are rewarded and crucial for overall victory.

Based on the feedback from my recent user testing, here are some potential additions and changes I might incorporate in the future to improve the game:

  • Create additional questions with multiple-choice answers (e.g., a, b, c) for questions like „Why is recycling important?“ or „Why is it better to buy local food?“
  • Incorporate more penalties to add variety, such as skipping a turn in the next round or having to go backwards.
  • Allow players to use excess environmental points in creative ways.
  • Integrate energy-saving fields more thoroughly into the gameplay or consider removing or changing them to something else for simplicity.
  • Separate questions and good/bad news cards, assigning them to different event fields to ensure both types are used effectively.

Creating this game has been a great journey so far, and the feedback from user testing has been very valuable. It’s clear that while the game is already fun and educational, there is room for improvement to make it even more engaging and meaningful. I hope you enjoy watching the video and that it gives you a good sense of how the game works. Remember, I don’t use gender-specific language in the video, but of course all players are included.

18 | Final Idea & Paper Prototype

After the last blog post I had a meeting with Birgit Bachler where we talked about the topic. I presented some of my ideas and got useful feedback. Based on the feedback received and my assessment of the potential and feasibility of each idea, I decided on the concept I wanted to further develop.

The final concept I landed on is creating a second-hand app for children’s shoes. There are multiple second-hand apps on the market, but there are none dedicated for children’s shoes. I focus on this user group because children continuously grow, and so their shoe size is constantly changing and there is a rapid change of shoes. There are for that reason a big potential for second-hand children’s shoes. This approach is not only more sustainable, but also cheaper. After discussing the idea with Bachler, we concluded that second-hand children’s shoes might be more acceptable than adult shoes, given the different hygiene concerns associated with used footwear. Another advantage of a second-hand app dedicated to shoes is that it might be easier to find the exact type of shoe that you are looking for, being able to filter on different shoe types.

After deciding on the concept, I started thinking about what features this app should contain and I searched for inspiration from other second-hans apps. I created a MoSCoW list to arrange the different features in order to help me decide on what was the most important ones and what I did not need.

After getting a more defined vision of what the app should contain I started to create paper prototypes. First I quickly sketched the different pages of the app and then I made some more detailed screens. The app is in many ways pretty similar to other second-hand apps, but there are some features that stand out, for example the option to add children to your profile so that you can easily find shoes that matches their size and preferences.

The log in page and the create new account page are pretty straight forward. When creating a new account, the information that are necessary for the app is asked from the user. The user can also add children when setting up their profile so that they can more easily find shoes for them.

In the home page, shoes recommended for the registered children are displayed. If there are no registered children, the shoes that are displayed will either be shoes recommended based on the previous purchases or shoes that are popular in the app. It is also possible to click on recommended sections for each child in order to get a more detailed view with possibilities to sort and filter (middle picture). When an ad is clicked on, a page with more details about the shoes will be displayed (right picture).

In the explore page, it is possible to search for specific tags, browse shoes based on shoe type and based on shoe brand. When browsing shoes in this section there is an additional filter option where the user can choose which child they are looking for shoes for (second picture from the left).

When adding a new shoe for sale, the user must fill out general information about the shoe and add pictures. The user must also decide where to send the shoes from, what package size that is correct and if they are open to meeting the buyer in person or not.

In the chat page, there is an overview of all the different chats and the user can filter the chats based on if you are buying or selling an item or both.

In the profile page there is an overview of the users profile, the children they have added and the shoe ads they have added, but also the shoe ads they have liked. It is possible to change the information about the children by clicking on the frame. The settings page can be reached from the profile page (icon in the upper right corner). In the settings page the user can manage their account and log out.

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19 | User Testing Insights: Adaptation of „Mensch ärgere dich nicht“ with Sustainability Twist

Recently, I also conducted the first user testing for my adaptation of the classic board game „Mensch ärgere dich nicht“, infused with sustainability elements. The aim was to assess the game mechanics and gather feedback on how well it integrated sustainability concepts. Here’s a rundown of what I discovered during the testing session with three adult players.

  • Self Throw Dilemma: It wasn’t clear if they HAVE to move their piece for e.g. two spaces, if a card says so (cause it is meant to be a bonus for the player, not a penalty), if they would need to kick out their own player. Could they just accompany another player of their own or not execute the move at all? Or are they allowed to use another piece of their own to fulfill the moving?
  • Integration of Energy-Saving Fields: The energy-saving fields weren’t integrated enough into the game, leading to questions about their role and impact.
  • Incoherent Rewards: The distribution and significance of rewards based on the complexity of questions or actions on the „Good News“/“Bad News“ cards weren’t clear or consistent.
  • Broad Questions: Some sustainability concepts/questions were perceived as overly broad, with lots of potentially correct answers.
  • Rules Clarification: Many questions arose about the general rules of „Mensch ärgere dich nicht,“ especially when sustainability elements were introduced.
  • Answer Ambiguity: Uncertainty arose when a potentially correct answer conflicted with the actual answer on the card.
  • Penalty Questions: Players questioned what happens if they don’t have enough points but are required to give one away.
  • Overall Enjoyment: Carla expressed (more than once) liking the game, indicating initial appeal despite the need for refinements.
  • Clear Structure: Players appreciated the clear distinction between questions and actions that simply occur during gameplay.
  • Humorous Element: The rule requiring players without enough points to take an extra round added a humorous twist that kept the game engaging.
  • Enhanced Engagement: Max found the game more exciting than traditional „Mensch ärgere dich nicht,“ appreciating the sustainability angle.
  • Example „Auto-in-die-Schule“ Card: There was the idea to really ask players if they drove to school with the car instead of just deciding for them and giving them sustainability points.
  • Multiple Choice Answers: Introducing ABC answer choices for questions could enhance player engagement and clarity.
  • More Penalties: Considering adding more penalties, e.g. forcing a player to sit out the next round.
  • Excess Points Utilization: Allowing players to use excess environment points for strategic advantages could add depth to gameplay.
  • Refining Energy-Saving Fields: Either integrate energy-saving fields more meaningfully and often or reconsider their inclusion.
  • Mini-Games Addition: Incorporating mini-games like drawing a recycling icon could diversify gameplay and reinforce learning.
  • Separation of Elements: Separate questions and good/bad news events into specific event fields or other designated spots to better utilize both.

This initial test provided valuable insights into the existing game mechanics. While there are refinements to be made, the positive reception and constructive feedback indicate potential for this game to successfully blend fun with learning about sustainable practices. Because of that and also because I think in a board game I might have more possibilities for adaptions and introducing more elements, I will most probably develop this game further rather that the card game GOPS.

18 | Usability testing of my sustainability version of GOPS

In my quest to create an engaging and educational card game based on the classic Game of Pure Strategy (GOPS), I recently conducted a usability test. This was the first time I saw the game mechanics in action after coming up with the idea. Two adult friends volunteered to play, even though the game is intended for children. Here’s what happened and what I learned.

  • Card Placement Issue: It became apparent that players couldn’t always place a sustainable action card directly on the corresponding unsustainable action. This raised questions about whether the core concept of the game would hold up.
  • Text Size Problem: The text on the cards was mentioned to be a little small. It was fine to read but it didn’t immediately jump out at you, so it’s clear that for kids, it would be even more difficult.
  • Typo Trouble: There was a typo on one of the cards: „Vermeidung von FlugEisen.“ Oops! Proofreading is definitely needed.
  • Engagement: Michi and Max both read through the cards and found the concept intriguing. Michi especially enjoyed matching sustainable actions to unsustainable ones when it worked out.
  • Strategic Thinking: As they played, both started to think more strategically. Michi, who won the game, mentioned it felt satisfying to win especially when the actions matched logically.
  • Enjoyment Level: Initially, there was concern about the game becoming repetitive, but it held their interest through several rounds. Michi commented that it was fun and had the potential to be a “mind game”, as the more rounds you play, the more you reconsider the tactics of the other player.
  • Cool Concept: Both players found the game cool and fun. They liked the idea of learning about sustainability through play.
  • Subtle Learning: They felt that if the goal was to teach sustainability subtly, the game did a good job. The information was absorbed incidentally while playing.
  • Replayability: Despite initial thoughts, the game remained engaging through multiple rounds. They even found a new layer of challenge the second time around.
  • Game Mechanics: Michi suggested introducing mechanics similar to the card game Wizard, perhaps with trump cards to add depth.
  • More Information: Adding more information to the cards without overwhelming the player could enhance educational value.
  • Quartet Format: Converting the game into a quartet-style game was another suggestion to consider.

Overall, the feedback was incredibly valuable. While there are some kinks to iron out—like making the text more readable and ensuring the game’s mechanics are smooth—the core idea of combining fun with learning about sustainability was well-received. Of course to create a game that should be a hit with kids, I would also need to test it with the desired target group. But with a few tweaks, it might turn out as game, that could teach them important lessons while they play.

16 | Game of pure strategy

After my extensive research in the last blog posts, I finally wanted to get started and simply try out what possibilities there are to change existing game concepts in such a way that a game focused on the topic of sustainability is created.
In this blog post I’m going to explain my first game idea.

The game is based on the card game “Game of Pure Strategy” (GOPS), which is normally played with a simple deck of cards.

Customizations

  • There are only 12 instead of 13 cards per set.
  • Each playing card is thematically adapted to sustainability. Children learn through the pictures and themes of the cards which actions are sustainable and which are not.
    I created the drawings for this with AI.
  • Each prize card has a number that represents its negative impact on the environment. This reinforces the strategic element of the game, as children have to think about which of their cards to play in order to win the most valuable prize cards and thus “destroy” bad environmental influences.

Learning effects

  • Children learn which daily actions and decisions have a positive or negative impact on the environment.
  • Children have to think about which of their cards they play and when in order to win the best prize cards.
  • After the game, the cards can be discussed to deepen understanding of sustainability and discuss how to act more sustainably in real life.

Game materials

  • Player cards (12 per player)
    Each card shows a picture representing a sustainable action or solution, e.g. paperless office, using public transportation or using cloth bags instead of plastic bags. The cards are numbered from 1 (low contribution to sustainability) to 12 (high contribution to sustainability).
  • Prize cards (12 cards)
    Each card shows a picture depicting an unsustainable action or situation, e.g. leaving lights on, fast fashion or using plastic bottles. These cards are also numbered from 1 (low negative impact) to 12 (high negative impact).

Game preparation

  1. Prepare the decks of cards
    Each player receives a deck of 12 player cards. The 12 prize cards are shuffled and placed face down in the middle.
  2. Prepare the playing area
    The players sit opposite each other and place their decks in front of them.

Rules of the game

  1. Drawing a prize card
    At the start of each round, a prize card is revealed and placed in the middle.
  2. Choosing a card
    Each player chooses a card from their deck and places it face down in front of them.
  3. Reveal and compare
    Both players reveal their cards at the same time. The player with the higher card wins the prize card. In the event of a draw, the prize card remains in the middle and is played in the next round in addition to the new prize card.
  4. End of the round
    The played player cards are removed from the game. The next round begins with a new prize card being revealed.
  5. End of the game
    The game ends when all prize cards have been won. The player with the most points, based on the numbers of the prize cards won, wins the game.

The game is supposed to be an exciting and educational card game that helps children to learn more about environmental protection and sustainable action through play. By combining strategy and education, the game offers an entertaining way to promote and reinforce sustainable behavior.

Back of the cards

Examples for the design of the price cards

Examples for the design of the playing cards

15 | Child Development and Game-Based Learning

To effectively discuss what makes educational content in the form of games suitable for children, it’s crucial to understand how child development and educational theories intersect with game design. This approach helps tailor educational games to various age groups, aligning with their cognitive, emotional, and social developmental stages.

Cognitive Development

Jean Piaget’s theory of cognitive development provides a framework for understanding how children’s thinking evolves as they grow. Piaget divided child development into four stages:

  • Sensorimotor Stage (0-2 years)
    Learning through physical interaction with the environment. Games for this age group should focus on simple cause-and-effect, such as sound-making toys or basic touch-based interactions on digital devices.
  • Preoperational Stage (2-7 years)
    Rapid development of language and imagination. Educational games can harness storytelling elements, puzzles that promote logical thinking, and games that encourage role-playing.
  • Concrete Operational Stage (7-11 years)
    Development of logical thought concerning concrete objects. Games that involve rules, structured play, and games that require problem-solving with tangible objects or scenarios work well.
  • Formal Operational Stage (12 and above)
    Ability to think abstractly and reason logically. Games for this group can involve complex strategy, hypothetical scenarios, and advanced problem-solving.

Social Development

Lev Vygotsky’s theory emphasizes the sociocultural context of learning, suggesting children learn best through interactions within their community. Games that encourage cooperative play and interaction can be effective. For instance, multiplayer games where children must work together to solve problems or compete in healthy ways align with this theory, fostering social skills and collaborative problem-solving abilities.

Emotional Development

Erik Erikson’s stages of psychosocial development also play a role in determining what type of games are appropriate. Games that allow children to achieve tasks and progress through levels can help in developing confidence and a sense of accomplishment, which are crucial in stages such as „Industry vs. Inferiority“ (competence) experienced by children 6 to 11 years old.

Designing educational games for children requires a meticulous approach that integrates established educational theories and child development principles to ensure that the games are both engaging and beneficial for learning.

According to Piaget’s stages of cognitive development, educational games should be tailored to the cognitive abilities of the child’s specific developmental stage (Piaget, 1952). For example, during the Sensorimotor Stage (0-2 years), children learn about the world through their senses and actions. Therefore, games designed for this age group should focus on simple cause-and-effect interactions and avoid complex instructions or the need for fine motor skills, which are still developing. As children progress to the Preoperational Stage (2-7 years), they begin to think symbolically and learn to use words and pictures to represent objects. Games for this stage can introduce puzzles that engage children in problem-solving using images and simple language.

Engagement in learning activities is crucial for children’s educational development. Malone and Lepper (1987) have suggested that educational games should be intrinsically motivating by providing fantasy, challenge, and curiosity. Aesthetically pleasing graphics and relatable characters can capture children’s imagination and make learning more enjoyable. Games that incorporate narratives and themes familiar to the child can enhance relatability and engagement, making the learning experience more immersive and enjoyable. For instance, incorporating storylines that involve characters going on adventures or solving problems can mirror a child’s real-life experiences and fantasies, thereby holding their interest.

Every aspect of the game should be designed with a clear educational objective in mind. According to Mayer’s principles of multimedia learning (2001), educational games should facilitate the active processing of information by providing coherent content that is aligned with the learning goals. This means that whether the game is focused on developing vocabulary, enhancing math skills, or introducing scientific concepts, it should be structured in a way that clearly aligns with these objectives. Additionally, immediate feedback is essential to help children understand what they are doing right and where they need improvement. Feedback mechanisms should be integrated in a way that supports learning and motivation, such as through rewards or positive reinforcement that encourages further exploration and learning.

By relying on these educational theories and research findings, developers can create educational games that not only entertain but also significantly contribute to a child’s cognitive, emotional, and social development. Each game should be a careful blend of challenge, engagement, and educational content, crafted to meet the developmental needs of its intended age group.

14 | The role of digital media in children’s education

Due to the fact that physical gadgets only offer very limited opportunities to make different learning content interesting in the long term, I have decided that I will not pursue this idea for now.

In the modern educational landscape, digital media is omnipresent and offers new, innovative ways to impart knowledge. These technologies have the potential to significantly complement and enhance traditional teaching methods, which is why they are increasingly finding their way into classrooms.

Digital media encompasses a wide range of interactive platforms and tools, including apps, websites and online courses, all of which aim to enrich the learning process through interactivity and individualization. Research shows that digital media, when used correctly, can increase learner engagement and attention and allow them to learn at their own pace.

Despite its benefits, digital media should not be overused for educational purposes with young children without good reason.
Excessive screen time can lead to a reduction in physical activity and social interaction, which is particularly concerning for children. Interaction with digital media can lead to superficial learning as content is skimmed over too quickly and without in-depth processing. This can inhibit the development of deeper cognitive skills.

Furthermore, Mark Bauerlein argues in his book “The Dumbest Generation” that digital media can shorten young people’s attention spans and reduce their understanding of complex literary and philosophical concepts. Such perspectives are particularly relevant when it comes to assessing the long-term effects of digital media on cognitive development.

The advantages of digital media are its scalability, the ease with which content can be updated and the ability to appeal to different learning styles through multimedia content. On the other hand, there are risks such as the potential promotion of a passive learning mindset and the danger of distractions caused by multitasking between different apps and platforms. Other disadvantages include the often underestimated need for self-regulation and media literacy in order to use digital learning resources effectively.

In “Learning with Board Games”, Elizabeth N. Treher explores the educational benefits of board games, highlighting their ability to improve engagement and retention of information. It is emphasized that effective learning combines hands-on (physical interaction) and minds-on (strategic thinking) activities that board games naturally integrate. Board games promote deeper understanding and improve retention by requiring players to physically engage with the game elements and mentally develop strategies. These games also promote critical thinking and problem solving skills by providing fun challenges. In addition, the social aspect of board games improves communication skills and teamwork through interaction between players, supports different learning styles and adapts to individual educational needs.

For me, the question now was whether I wanted to move further in the direction of a digital learning app or to what extent digital media could possibly be a useful addition if I continue to pursue my prototype for a board game.

Despite the advantages mentioned, I tend to avoid digital media for the moment and instead consider other methods that promote deeper, more reflective learning. This approach is based on the belief that children learn more effectively through direct, physical and social interactions, and that real-life experiences and direct interpersonal exchanges deepen learning and increase retention.

17 | Ideation 2

In this blogpost, I will pick up where I left off and introduce two new concepts.

Sustainability score on shoes. Inspired by the Exhibition Design Trend workshop in the International Design Week.

There are a lot of greenwashing happening and it can be difficult to know what kind of shoes are more environmental friendly then others. While one might assume that vegan leather shoes are better for the environment, some are produced using toxic chemicals. Implementing a sustainability score can help consumers make more informed choices and purchase genuinely eco-friendly footwear.

The score system would be similar to the nutrition score on food. The score should represent the environmental impact from the whole life cycle of shoes, including: raw material extraction, raw material processing, manufacturing, assembly, packaging production, transport and disposal. The score can either be stamped on the soles of the shoes or placed on the shoe boxes. They should also be visible when people are buying shoes in shoe stores.

  • It can be difficult to collect the data from the whole life cycle of shoes. How willing are brands to share this information?

No similar scoring system currently exists.

Modular shoes. A shoe brand where all the different parts of the shoe can be replaced. Inspired by the phone company Fairphone where all the different parts on the phone can be fixed and nothing is glued shut.

When shoes are worn out, there are usually parts of the shoe that are totally fine. By using a shoe where different parts can be replaced easily, the lifetime of the shoes will be extended dramatically.

The concept revolves around a modular shoe design, where the different main parts of the shoe can be taken apart from each other. The mechanism should be user-friendly and robust to ensure secure attachment of the parts. When a component wears out and requires replacement, you simply order a new part. Instead of throwing the pair, users can easily order a replacement part, which will extend the lifespan of the shoes and reduce waste. This modular approach enables effortless customization. This innovation helps the environment and gives people more options for their shoes that last longer.

  • Can be challenging to create the attachment mechanism.

There have been some projects where people have tried to create a modular shoe.

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15 | Mind Map & Discussion 2

In this blogpost I discuss the last two main areas of my mind map and some of the main problems within the areas.

One of the main problems when it comes to the industry aspect is greenwashing. With the growing awareness around sustainability in the world it is more important than ever for brands to have a sustainable image, but how genuine they are can vary greatly. Some brands might come off as being environmentally friendly by for example using recycled materials or vegan leather, but then they don’t share the fact that they use a lot of toxic chemicals in the production. Brands choose wisely what information they want to share and only shares what they will benefit from, so there is still a big lack of openness in the industry. It is therefore extremely difficult for consumers to navigate this market, where true intentions vary widely.

Room for improvement: Make it easier for consumers to identify which brands are truly environmentally friendly and not just greenwashing.

Consumer habits is a very broad area and is very similar, if not the same as consumption, so those two areas could have been just one. There are many problems regarding consumer habits, and they are tightly connected. One of the biggest problems is overconsumption. 23 billion pairs of shoes are made every year and 22 billion are thrown into landfill (Dennis, 2022). Trends and fast fashion drive us to buy more shoes than we need and we buy new shoes even though we often have shoes that are in perfectly good condition. Another issue might be that many of us don’t know how to properly care for our shoes once they show signs of wear. There is a lack of knowledge when it comes to what parts of a shoe that can be repaired, and that problem might be connected to the fact that cobblers are not visible in todays society. Somehow, cobblers seem to belong in the past. While there are many DIY repair kits available, they are usually limited in what they can fix.

Room for improvement: Make people get a stronger relationship to their shoes so that they care more for them, don’t want to replace them and want to repair them when needed.

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