Advancing equity in cross-cultural psychology: embracing diverse epistemologies and fostering collaborative practices

Psychology, and cross-cultural psychology (CCP) in particular, plays a pivotal role in understanding the intricate relationship between culture and human behavior. This paper sheds light on the challenges of inequity and marginalization, especially concerning scholarship from the Global South, which have roots in historical colonial practices. It highlights how intellectual extractivism and the predominance of Western research methodologies often overlook the contributions of Global South scholars and indigenous ways of knowing. Such imbalances risk narrowing the scope of psychological inquiry, privileging American and European perspectives, and undermining the richness of global human experiences. This paper calls for a shift toward more equitable collaborations and the recognition of diverse epistemologies. By advocating for genuine representation in research and valuing local knowledge, it proposes pathways for a more inclusive and authentic exploration of human behavior across cultures.

Reducing students’ ecological footprints through self-developed interventions

An increasing emphasis on taking personal responsibility for making changes to address climate change and support sustainable development is hindered by the limited tools and guidance available that enable the relationship between living patterns and environmental impacts to be readily and accurately discerned. An exception is the ecological footprint calculator that measures the global environmental impact of everyday activities. This study describes how the ecological footprint calculator is used as part of a master’s course in environmental psychology to enable students to understand, change, and measure the environmental impacts of their daily activities. A case study design based on students’ exercises was used to collect quantitative and qualitative data. We found relational, environment, financial, and self-efficacy themes embedded in their reflections on the intervention process. Our study supports an educational approach that requires students to self-develop, implement, and measure interventions to reduce their ecological footprint.