Education for sustainable development supports the improvement of knowledge, skills, attitudes and behaviors related to global challenges such as climate change, global warming and environmental degradation, among others. It is increasingly taking place through projects based on information and communication technologies. The effectiveness of the actions taken depends not only on the quality of the project activities or the sophistication of the innovative tools used. Social commitment also depends on the beliefs and moral judgements manifested by potential recipients of educational activities on environmental issues. This study aimed to identify the beliefs and moral judgements that may facilitate or hinder the implementation of educational activities based on information and communication technology, shaping pro-environmental attitudes and behavior among city dwellers. Based on the co-creation workshops conducted, five general categories emerged: responsibility, sense of empowerment, local leadership, real eco-approach, and eco-knowledge. The research findings may contribute to the design of educational activities dedicated to shaping the pro-environmental behavior of city dwellers.