Service-learning for the development of environmental competencies in solid waste management at a rural educational institution
DOI:
https://doi.org/10.61799/2216-0388.2180Keywords:
service-learning, Environmental competencies, Enviromental education, Rural education, Solid wasteAbstract
The purpose of this study was to strengthen environmental competencies among educational stakeholders at the Reyes Araque Educational Institution through a pedagogical experience based on a service-learning approach focused on the proper management of solid waste. The educational community consisted of 363 students, 18 teachers, and 3 administrators; the operational sample was purposive and comprised 30 students, 3 teachers, and 1 school administrator (n = 34), selected based on criteria relevant to understanding the phenomenon. From a methodological standpoint, the study was conducted using a qualitative approach and a case study design; data collection methods included direct observations, semi-structured interviews, focus groups, and a review of institutional documents. The assessment identified 25 kilograms of unused recyclable waste per week, as well as limitations in source separation, environmental signage, and the existence of formalized recycling stations. The educational strategy implemented included training workshops, recycling campaigns, environmental days, and participatory activities that promoted source separation, the reduction of single-use plastics, and the reuse of recyclable materials; in addition, a school environmental brigade was formed to lead awareness-raising and monitoring efforts. Among the results were evident advances in the adoption of practices associated with sustainability, source separation, reuse, environmental awareness, and participation, as well as a progressive incorporation of environmental actions into school life. In conclusion, the strategy enabled the integration of environmental education, participation, and action in a rural context, fostering the gradual strengthening of environmental competencies and establishing the initial conditions for the continuity of sustainable practices within the institution.
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