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Keywords: Green consumer behavior; Information and communication technology; Green consumer products; Level of environmental concern; Green consumer value; Perceived effectiveness
In the context of green consumption gradually becoming the choice of the younger generation, the question is not only whether students are interested in the environment, but also what truly motivates them to buy and use environmentally friendly products in the digital age. As technology, social media, and online applications increasingly dominate consumer behavior, green consumer values, environmental concerns, and beliefs about the effectiveness of individual actions become factors worth revisiting. From that point on, a group of students from the University of Economics in Ho Chi Minh City conducted the research topic "ICT Technology Innovation and Green Product Consumption Behavior of Ho Chi Minh City Students: Understanding the Role of Environmental Concern, Green Consumption Value, and Perceived Effectiveness" to delve deeper into the motivations behind young people's green consumption choices today.
When we talk about ICT, we are referring to digital technologies and platforms that are closely linked to the lives of students today, such as social media, online shopping applications, e-wallets, and e-commerce platforms. ICT is not only a channel for receiving information, but also shapes how students learn about, compare, and evaluate environmentally friendly products. A review, a shopping suggestion, or an inspiring story about a green lifestyle can become a direct point of contact that influences purchasing decisions. And it is in this context that research has shown that students' green consumer behavior is not only driven by technology, but is also influenced by many other factors that we will delve into in the next section.
Factors Behind Students' Green Consumption Choices
*Environmental concern – when consumer choices are linked to personal responsibility
Some students not only see consumption as meeting needs, but also link it to environmental responsibility. Young people with a high level of environmental concern are often more sensitive to issues such as waste, emissions, and climate change, and therefore tend to think more carefully before making each purchasing decision. This concern not only impacts attitudes toward green products but also contributes to the formation of intentions to switch to sustainable consumption.
*Green consumerism – when young people seek "benefits beyond the product"
Beyond just functionality or convenience, many students perceive green products as having dual value: they are both good for health and environmentally friendly. When these values are clearly perceived, students are more likely to feel that paying for green products is "worth it." This sense of positive value gradually becomes an internal motivation, encouraging them to lean toward more responsible consumer choices.
*Perception of efficacy – the belief that personal choices can make a difference
A particularly important factor is "belief in the effectiveness of action." When students believe that using green products can contribute to reducing negative environmental impacts, they will be more proactive in changing their consumption habits. Conversely, if consumers feel their choices "don't make a difference," their green consumption intentions may decline. This belief serves as a bridge between perception and actual behavior.
*Consumer attitudes and intentions – the transition from awareness to action
A positive attitude toward green products helps students see them not just as a trend, but as the right choice for the future. Once attitudes are formed, green consumption intentions emerge as a natural step before becoming specific behaviors. Research shows that attitudes and intentions are two important links, helping to explain why some students say they "support green consumption," but only a portion of them actually switch to using green products in practice.
*The role of ICT – the digital environment in promoting (or hindering) green consumer behavior
At the contextual impact level, ICT acts as a "catalyst." Digital platforms help students access product information, read reviews, see user experiences, and even witness how products align with sustainable lifestyles. When ICT effectively supports the learning process and reduces information barriers, perceptions of effectiveness and green consumer behavior tend to be more strongly reinforced. Conversely, if the information is confusing or lacks transparency, it can make young people hesitant to make a purchase decision.
When green consumption is not just a personal choice, but also a story of the ecosystem
The research results show that students' green consumption behavior is not formed randomly, but is simultaneously influenced by their environmental concerns, green consumption values, perceived behavioral effectiveness, and the digital technology context they interact with daily.
First, students' green consumer behavior is not only determined by whether a product is environmentally friendly, but also by the value story the product conveys. When media companies are clear about health benefits, sustainability in the production process, and positive impacts on the environment and community, students will easily form the belief that their consumer choices truly matter. This information not only helps increase the perception of green consumption value but also reinforces positive attitudes and the intention to switch to environmentally friendly products.
Additionally, the study also highlights the special role of digital technology platforms. ICT is not just a tool for providing information, but also a "decision-making space" where students seek evaluations, view user experiences, and compare environmental values with personal benefits. When information on digital platforms is presented transparently, reliably, and linked to real-world experiences, the perception of the effectiveness of green consumption will be strengthened. Conversely, if the information is noisy or inconsistent, green consumer behavior can stagnate, indicating that ICT is both a driver and a potential barrier if businesses do not invest properly.
From an educational and student community perspective, the research findings emphasize the importance of the school environment in fostering social awareness and responsibility. When academic activities, green media campaigns, or virtual reality experiences are implemented, students not only gain a better understanding of the meaning of sustainable consumption, but also clearly feel that their individual actions have the potential to create a positive impact. This very feeling helps bridge the gap between green consumer attitudes, intentions, and actual behavior.
The research paper has indirectly contributed to SDGs 9, 12, and 13. View the full research paper “How Ho Chi Minh City students’ green product consumption is affected by application iCTs innovation nowadays: A case for business to enhance green product consumption by understanding the role of environmental concerns, green consumption value and perceived effectiveness” HERE
Authors: Le Nhat Thu, Dinh Quang Thai, Ly Tuong Long, Nguyen Hoang Nhu Ngoc, Ngo Tran Thanh Thuy - University of Economics Ho Chi Minh City.
This article is part of the Green Research Community series with the message “Research Contribution for UEH Living Lab Green Campus” UEH sincerely invites the community to follow the next Green Research Community newsletter.
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*To create maximum conditions for the development of the “UEH Green Researcher Community” members of the community will be able to attend scientific research methods classes related to the topics of Living Lab and Green Campus. Additionally, upon meeting the standards, the research team will receive a certificate from the UEH Sustainable University Project Board and financial support for a standard-compliant project. |
More Information:
SDG 9 – Industry, Innovation, and Infrastructure aims to build resilient infrastructure, promote sustainable industrialization, and encourage innovation. This goal goes beyond advancing technology and production; it also includes narrowing infrastructure access gaps between regions, supporting small and medium-sized enterprises, and applying technology to enhance global competitiveness.
SDG 12 – Responsible Consumption and Production focuses on ensuring sustainable production and consumption patterns, thereby reducing pressure on natural resources, minimizing waste, and limiting environmental pollution. This goal emphasizes the importance of effective waste management, optimal use of resources, and promoting changes in consumer behavior at both individual and community levels, particularly through education and awareness.
SDG 13 – Climate Action calls for urgent measures to combat climate change and its adverse impacts by reducing greenhouse gas emissions, enhancing adaptive capacity, and raising public awareness. This goal goes beyond national-level policies and requires changes in individual and community behaviors in daily life, especially in areas directly linked to waste generation and management.
News, photos: UEH Green Campus Project, UEH Youth Union - Student Association, UEH Communications and Partnership Development Department
Voiceover: Thanh Kieu
