Showering is one of the most water-intensive behaviours in urban households, accounting for 20–30% of water use. Real-time feedback from smart devices has been proven to significantly reduce water consumption in showers. Still, it is not known whether these devices have spillover effects on other water use behaviours. For the first time, we provide empirical evidence for a significant and negative within-domain spillover effect from the use of such devices, showing an increase in water use in other activities by 2.5% per day per household. Up to one-third of conservation effects are eroded by such spillovers, resulting in a two steps forward, one step back situation. Overall, however, net water use is still reduced by 4.7% in the 385 households that were observed. This study points out an important behavioural limit on the use of such smart shower devices and suggests that such use be accompanied by informational or other campaigns to reduce the large negative spillovers.

Changing consumer behaviour has potential benefits for health, the economy and the environment. Change is possible, and behavioural change has been the purpose of much research; nevertheless we can still observe limited success, as in the case of food in public policies or individual diets. One reason is that models driving behavioural change interventions tend to neglect some important contextual factors. The three layers of components that channel behaviour (‘installations’ in the material, embodied and social realms) are described here and how this channelling can be hacked, modified and leveraged to foster behavioural change. Installations scaffold and control individual and collective behaviour at each step of the behavioural path with their three-layered and partly redundant structure. This redundancy makes the channelling resilient enough to train novices and to guide and repair behaviour. The three layers, physical affordances, embodied competences and social regulation are described in detail. To change eating behaviour, installations must be adapted at all steps of behaviour, from procurement to storage, preparation, meal and disposal. This adaptation can be done through the various layers in an opportunistic way, according to the agency of those who endeavour to change behaviour (e.g. budget, time, political power, etc.) Finally the steps necessary to design behavioural change interventions leveraging installations are listed.

Recent technology advancements are aiding the development of scientific discoveries and changing the methods by which we perform research. In order to gain full benefits for human health, it will be important to embrace these new technologies in nutrition research while also acknowledging their limitations. The present issue covers a range of technological approaches that impact on public health nutrition and molecular nutrition. The critical appraisal of these approaches in the context of nutrition research makes this issue a timely and pertinent addition to the scientific literature.

This paper focuses on the individual perspective, as opposed to the institutional or operational one, towards the Fundamental Principles and their underpinning humanitarian values. It demonstrates the added value of this perspective, which goes beyond addressing challenges regarding the Fundamental Principles' understanding and application. By making the Principles and values come alive in peoples' behaviour, the individual perspective also enables Red Cross and Red Crescent staff and volunteers to inspire a change of mindset and behaviour towards a culture of non-violence and peace. Two tools created to this purpose, as well as their impact, are presented: (i) the Seven Skills for Seven Principles (747) framework, which unpacks the high-level Principles into more concrete and tangible components, values and intra- and interpersonal skills; and (ii) the Youth as Agents of Behavioural Change (YABC) initiative, which, using a non-cognitive learning approach, fosters a personal connection towards the Principles and increases participants' ability to role-model them.

This paper reviews research literature on the impact of environmental education initiatives on learners' attitudes, beliefs and behaviours. The review focuses on initiatives involving learners of all ages and school-aged learners in particular. The review shows two things. There is some evidence that environmental education initiatives are associated with changed beliefs and attitudes, and this is mainly in the short-term. There is little evidence that environmental education initiatives lead to behavioural change, especially in the longer-term. The review concludes that there is a need for more and better research evidence that behavioural change in learners follows from involvement in environmental education.