How does sustainable development education shape motivations for using collaborative consumption platforms?

Purpose Current consumption patterns have aggravated environmental degradation. In response, collaborative consumption (CC) through collaborative platforms (CPs) has emerged as a sustainable alternative. Although CPs can support sustainability, their environmental benefits remain contested, following the observation of consumerism rebound effects. Given education’s potential to increase knowledge about the importance of sustainability, this study aims to explore the impact of sustainable development education (SDE) on the extrinsic motivations (functional utility, economic utility, moral utility and hedonic utility) and intrinsic motivations (ecological awareness, eco-anxiety, green orientation and consumerism) that improve attitudes toward CPs and increase intentions to use them. Design/methodology/approach This research is based on two studies, each using a different sample: one of high school students (N = 232) and one of older people enrolled in a lifelong learning program (N = 157). A questionnaire collected the data that were analyzed to test the research hypotheses. Findings SDE significantly influences intrinsic and extrinsic motivations. The results suggest that CPs are primarily used for commercial rather than sustainability purposes because attitudes are predominantly shaped by extrinsic motivations. In addition, motivators play a mediating role in the proposed model. Practical implications This study highlights critical social and practical implications by emphasizing the need for educational systems that promote responsible consumption and challenge students’ consumeristic and materialistic tendencies. Originality/value To the best of the authors’ knowledge, this study is the first to examine the influence of SDE on CC and comprehensively explore the roles of intrinsic and extrinsic motivations in the context of CPs, shedding light on the CC paradox.