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This study explored how an experiential learning approach can be applied in education for sustainable development (ESD) for 2030 within the service industry. The COVID-19 pandemic impacted lives, health, the economy, and service industries, such as tourism and hospitality. ESD for 2030 proposed a framework of 17 sustainable development goals (SDGs) on how to learn from societal transformation. A case study from the Meiho University examined key influencing factors via students' practices. Photographic evidence showed how internal psychology affects external behavior. Student groups participated in the proposed learning activities. Students from the tourism department imitated tourists to identify aspects pertaining to independent travel. This entailed broadly experienced activities in rural communities to modern cities. Responsible behavior was identified within self-learning topics, such as water problems, activation, low-carbon transportation, and ecological difficulties experienced on a small island. The results indicate that societal transformation involves an intrinsic mechanism from psychology inside to behavior outside. The planning required for independent travel tested students' management competence of how a practical project can be controlled under limited budgets and COVID-19 risks. The social and cultural contexts become an interaction and exchange platform for authentic experiences, which resulted in personal learning outcomes. This newly developed mode explains why transforming society is necessary for ESD for 2030 to be implemented in higher education. SDGs are achievable in current circumstances, although learning contexts may differ.

behavioral sciences

Photographic Evidence from Psychology for Responsible Behavior for Societal Transformation during the COVID-19 Pandemic: Experiential Learning Applied to the Tourism and Hospitality Industry for Education for Sustainable Development (ESD) for 2030