A packaging waste recovery education program (PWREP) and its impact on middle school students' environmental literacy and environmentally responsible behaviour

This study aimed to develop, implement, and evaluate an educational program on Packaging Waste Recovery for middle school students using project-based learning. It investigated the program's impact on students' environmental literacy, i.e., environmental knowledge, attitudes, and skills, including environmentally responsible behavior, as well as knowledge and attitude toward recovery. The study used a quantitative research method, designed as a quasi-experimental with a nonequivalent control group, pretest-posttest. Nineteen seventh-grade students participated in the Packaging Waste Recovery Education Program (PWREP), which the researcher designed and implemented over 12 lessons. Data collected before and after the instructional period were analyzed to evaluate shifts in students' environmental literacy levels and their knowledge and attitudes toward packaging waste recovery. Six instruments were used to measure the program's effectiveness. The researcher adapted two instruments for middle school students and developed the rest. The results showed significant improvements in environmental knowledge, affective disposition toward the environment, environmental problem-solving skills, and environmentally responsible behavior. Students exhibited more favorable attitudes toward recycling and waste recovery, and their knowledge about packaging waste recovery increased significantly. Overall, the Packaging Waste Recovery Education Program positively influenced students' environmental literacy and responsible behavior. Qualitative data from semi-structured interviews revealed substantial gains in conceptual and procedural knowledge, positive behavioral and attitudinal changes, and a solution-oriented approach to environmental issues. This study demonstrates the effectiveness of the Packaging Waste Recovery Education Program in fostering environmental literacy and suggests the potential of integrating similar programs into mainstream education for a comprehensive and sustainable impact.