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This research aims to study how the integration of design thinking and participatory design applied to education experiences can promote engagement in sustainability and pro-environmental behavior among young students. The potential of Design to support the culture of sustainability among youth, bridging the value-action gap in pro-environmental behavior and developing sustainable competencies is investigated. The research uses a multi-method approach. This paper summarizes the findings of the exploratory phase consisting in literature review, context analysis, ethnographic observation and pilot application of Participatory Design activities in undergraduate courses. Preliminary findings show that design-based participatory approaches integrated in educational settings offer excellent opportunities to positive intervention to both engage youth in sustainability and support their development. RESUMO Esta pesquisa visa investigar como a integração do pensamento de Design e técnicas de Design Participativo em experiências educativas pode promover engajamento em sustentabilidade e comportamento pró-ambiente entre jovens. O potencial do Design para apoiar a cultura de sustentabilidade entre os jovens, reduzindo o gap entre valores e prática em relação ao comportamento pró-ambiente e desenvolvendo competências em sustentabilidade é investigado. A pesquisa utiliza uma abordagem multi-métodos. O artigo sumariza os resultados da fase exploratória da pesquisa, que consistiu em revisão de literatura, análise de contexto, observação etnográfica e aplicação piloto de atividades de Design Participativo em disciplinas de graduação. Resultados preliminares demonstram que abordagens participativas baseadas em Design integradas a contextos pedagógicos oferecem excelentes oportunidades de intervenção positiva para, ao mesmo tempo, engajar jovens em sustentabilidade e apoiar seu desenvolvimento. 136 Design-based approaches to engage youth in the transition to sustainability Mix Sustentável | Florianópolis | v.3 | n.4 | p.135-147 | nov. | 2017 barriers to behavior change (ROIZMAN 2001; BLAKE 1999; KOLLMUSS & AGYEMAN 2002). Overcome this gap would lead to a fundamental shift in behavior towards sustainability. Although some authors attribute the value-action gap to the lack of appropriate information (BLAKE 1999), other authors affirm that the gap will not be overcome simply by increasing information (BARR & GILG 2002; SAMMER & WÜSTENHAGEN 2006; ROIZMAN 2001; MOUCHREK 2014; LEITNER et al 2011; AUTIO & HEINONEN 2004). There are several other barriers, which might be personal, practical, structural and/or social (JACKSON 2005; BLAKE 1999). There are several theoretical models aimed to explain the value-action gap in pro-environmental behavior and propose strategies to bridge this gap. We would like to highlight the Kollmuss & Agyeman’s (2002) model, which lists the following aspects: • Demographic factors • External factors (institutional, economic, social and cultural) • Internal factors (motivation, environmental knowledge and awareness, emotional involvement, locus of control, responsibility and priorities Especially regarding young people, it is important to consider factors such as social norms, motivation and emotional involvement. In this phase, social and cultural context can act as barrier or facilitator for sustainable behavior (ROIZMAN 2001). Young people live contradictions between expressed sustainable values and concrete actions. It is often observed that they are aware of sustainable values and practices, but this is not necessarily evident in their attitudes and consumer behavior (LEITNER et al 2011, AUTIO & HEINONEN 2004). This does not necessarily indicate disinterest or lack of responsibility on their part, but the overall picture is so complex and the notions of citizenship and active social participation are so diluted that it might be difficult for young people to imagine themselves playing an active role in the process of transformation towards sustainable ways of living. The young person lives a period of great inner revolution, facing fundamental questions about personal identity, interpersonal relations and definition of a life pathway. Youth live sustainability related to concrete situations in real life, such as choices, decisions, academic and professional direction. A promising strategy would consist in promoting empowerment and autonomy while developing competencies related to sustainability.