Are Future Teachers Involved in Contributing to and Promoting the Reduction of Massive Waste Generation?
Abstract
:1. Introduction
2. Theoretical Framework
2.1. The Problem of Massive Waste Generation from an Educational Perspective
2.2. Commitments Generation to Address the Waste Problem
2.3. Future Teachers with Regard to the Waste Problem
3. Research Questions
- What perceptions do future secondary school teachers have about massive waste generation in relation to its causes, consequences and possible solutions?
- How much responsibility do FTs take for the problem, and what changes are they willing to make in their habits?
- Which educational approaches do FTs propose for addressing this issue in secondary classrooms?
4. Methodology
4.1. Participants
4.2. Experimental Design
4.2.1. Instruments for Data Collection
- 1.
- Perceptions of the problem (causes, consequences and possible solutions):
- With regard to the causes, three questions are posed: PCa1, where FTs have to assess how different facts contribute to the problem using a 4-level scale (adapted from [55]). Meanwhile, in PCa2 and PCa3, FTs have to indicate the quantities of waste they believe that they produce at home and in their municipality, respectively.
- With regard to consequences, a question (PCo) is posed for FTs to assess the influence of excessive waste production on twelve types of socio-ecological dimensions using a four-level scale [4].
- With regard to possible solutions, two questions arise: in PSo1, FTs have to rank the relevance of five actions related to MSW management [9], while in PSo2, FTs have to describe an example of waste management that they consider to be exemplary.
- 2.
- Commitments assumed, where the degree of responsibility, their willingness to modify their habits and their behaviours are assessed [16,56]:
- Regarding responsibility for the problem or conflict (CR), FTs have to assess their agreement on the responsibility of different sectors, including personal responsibility, using a four-level scale.
- Regarding the willingness to change their habits (CW), FTs have to assess their level of agreement in adopting actions they could incorporate into their daily lives, including waste reduction, using a four-level scale.
- Regarding their behaviours (CB), FTs have to indicate the frequency with which they carry out different actions aimed at tackling excess waste.
- 3.
- Educational approaches, including a question on how to deal with excessive waste production in the classroom:
- Regarding educational interventions (EI), FTs have to describe the type of activity or activities they would implement in a secondary school classroom.
4.2.2. Criteria for Data Analysis
- Perceptions of the problem
- 2.
- Commitments assumed
- 3.
- Educational approaches
4.2.3. Data Treatment
5. Results
5.1. Perceptions of the Problem
5.1.1. About the Causes
5.1.2. About the Consequences
5.1.3. About the Solutions
- Regarding the management model FTs identify, most of them refer to the use of waste through recycling. An example is participant 5 (FT5), who states, “In my locality, there are seven different bins. Also, there are mini-bins for batteries, so I think it is quite an efficient model”.
- With regard to the sphere involved, they mainly opt for the institutional sphere, with the participation of local councils. This is the case of FT94, who noted, “In some towns, each day of the week, a type of waste is collected; the neighbours deposit their type of waste at a certain time in the street, and only the corresponding waste is collected. So everything is separated”.
5.2. Commitments Assumed
5.2.1. Responsibilities for the Problem
5.2.2. Willingness to Change Habits
5.2.3. Behaviour
5.3. Educational Approaches That They Propose to Address the Problem at School
6. Discussion and Educational Implications
7. Conclusions and Future Directions
- In terms of perceptions, although FTs recognise excessive consumption as the cause of the problem, they also tend to underestimate the production of waste generated. As for the consequences, in addition to the ecological ones, those related to health are recognised. Meanwhile, there are greater difficulties in identifying social inequalities. In terms of solutions, the general tendency is to overestimate waste recycling.
- On commitments, FTs assume a co-responsibility to the problem, and although the need to reduce consumption is identified, they focus more on recycling in their daily habits.
- The approaches proposed by FTs are dominated by educational proposals oriented to the transmission or gathering of information on the problem. Thus, their proposals aim to reduce knowledge gaps rather than to generate engagement among students.
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
Appendix A. The Questionnaire
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Dimensions and Questions | Type of Question | Categories of Analysis | ||
---|---|---|---|---|
Perceptions of the problem | PCa1 | Mark with an X to what extent you think the following facts can contribute to the socio-ecological problem of MSW generation. | Closed Likert-type | Not at all A little Quite a lot Very much |
PCa2 | About how many kilograms of total waste (including products that can be recycled) do you think are generated per day in your household? How many of you are in your household? | Open | Far below Below Fits Above Far above | |
PCa3 | How many kilograms do you think are generated per day in your population? What is your population? | Open | ||
PCo | To what extent do you think that the massive generation or poor management and treatment of Municipal Solid Waste can influence the following socio-ecological problems? | Closed Likert-type | Environmental Social Health Economic | |
PSo1 | Rank the following actions related to MSW management and treatment, where 1 represents the most favourable option from a socio-ecological point of view and 5 the least favourable. | Of order or rank | Reduction Energy recovery Reuse Disposal Recycling | |
PSo2 | Explain if you know of any examples of waste management (at local, national or international level) that you consider to be exemplary. | Open | Institutional Economic Collective Individual | |
Reduction, Reuse Disposal | ||||
Commitments assumed | CR | Indicate (X) your degree of agreement or disagreement with the following statements: | Closed Likert-type | Institutional Economic Collective Individual |
CW | Indicate (X) your degree of agreement or disagreement with the following statements: | Closed Likert-type | Priority to consumption reduction. No priority for consumption reduction. | |
CB | Indicate how often you carry out the following actions in your daily life: | Closed Guttman-type | Priority to consumption reduction. No priority for consumption reduction. | |
Educational approaches | EI | If, as a teacher, you were considering tackling this problem in the classroom, what would your teaching proposal be? Explain in detail the contents and learning objectives you would consider, as well as what tasks would be assigned to teachers and students. | Open | Approaches oriented to the transmission of information. Approaches oriented to the search for and handling of information. Approaches aimed at promoting critical thinking and reflection. Approaches oriented to promotion of action. |
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García-Fortes, M.Á.; Ortega-Lasuen, U.; Esteve-Guirao, P.; Barrutia, O.; Ruiz-Navarro, A.; Zuazagoitia, D.; Valverde-Pérez, M.; Díez, J.R.; Banos-González, I. Are Future Teachers Involved in Contributing to and Promoting the Reduction of Massive Waste Generation? Sustainability 2024, 16, 7624. https://doi.org/10.3390/su16177624
García-Fortes MÁ, Ortega-Lasuen U, Esteve-Guirao P, Barrutia O, Ruiz-Navarro A, Zuazagoitia D, Valverde-Pérez M, Díez JR, Banos-González I. Are Future Teachers Involved in Contributing to and Promoting the Reduction of Massive Waste Generation? Sustainability. 2024; 16(17):7624. https://doi.org/10.3390/su16177624
Chicago/Turabian StyleGarcía-Fortes, María Ángeles, Unai Ortega-Lasuen, Patricia Esteve-Guirao, Oihana Barrutia, Ana Ruiz-Navarro, Daniel Zuazagoitia, Magdalena Valverde-Pérez, José Ramón Díez, and Isabel Banos-González. 2024. "Are Future Teachers Involved in Contributing to and Promoting the Reduction of Massive Waste Generation?" Sustainability 16, no. 17: 7624. https://doi.org/10.3390/su16177624