Abstract

We study how to influence the recycling decisions of young people in the UK and Kazakhstan Universities using a public good experiment with an information nudge (through a video) and a peer effect nudge. Kazakhstan recycles approximately 15% of its municipal waste, compared to almost half in the UK; however, surprisingly, overall contributions are significantly higher from Kazakh students compared to those from UK students.   An information video on recycling prompts Kazakh students to contribute more while no such effect is found with the UK students.  This suggests that Kazakh students may perceive themselves to be more capable of recycling despite a less sophisticated recycling system compared to the UK.  A strong peer effect is seen across both countries. The study highlights the importance of subjective norms through peer nudge and the likelihood of higher contributions from students with siblings.  A wider implication is that emerging economies’ educational institutions may have latent positive environmental and recycling practices that developed nations could learn from. The study has implications for educational development as well as national recycling policy frameworks.