ABSTRACT
This qualitative study examined the good practices of teachers and learners on ecological solid waste management as a basis for developing a sustainable program at Aurora Araneta Memorial Elementary School, District of Dueñas, for the Academic Year 2025–2026. Employing a phenomenological design, data were accumulated during in-depth interviews and interpreted using thematic analysis. The findings revealed that teachers practiced promoting the 3Rs (Reduce, Reuse, Recycle), implementing proper waste segregation and facility management, reinforcing responsibility in waste education, and encouraging the active participation of both learners and the community. On the other hand, learners demonstrated positive practices such as appropriate waste segregation, composting, and recycling. Teachers faced challenges like improper waste disposal and low student retention, while learners cited lack of awareness and discipline. These results serve as a foundation for developing a sustainable school waste management program that encourages environmental consciousness and fosters active involvement.
Keywords: Teachers, Learners, Good Practices, Ecological Solid Waste Management, Sustainable Program
INTRODUCTION
Improper solid waste disposal continued to represent an urgent environmental issue in many parts of the world, particularly in developing countries. This issue was largely attributed to rapid population growth, expanding urbanization, and evolving consumption patterns, all of which contributed to a considerable increase in waste production.
Poor waste management can lead to environmental damage, pose health risks to the community, and undermine long-term sustainability.
Moreover, insufficient understanding and limited engagement from the community further exacerbated the problem of improper solid waste management. As noted by Debrah et al. (2021), effective solid waste management required both technological interventions and educational initiatives. Therefore, education emerged as a viable means of ensuring that individuals and organizations assumed responsibility for protecting the environment for future generations.
Environmental mindset, behavior and, practices about solid waste disposal are shaped through formal education. Formal education provides children with environmental education at school that affects how they behave and make decisions in their day-to-day lives. Although Debrah et al. (2021) stated that students from developing countries have a high level of environmental awareness and positive environmental attitudes, this does not always equate to good and effective waste management practices. A significant reason for this discrepancy is that teachers have limited practical experience and training in environmental sustainability. For this reason, developing the capacity of teachers to provide practical and relevant environmental education is a priority for ensuring that there are equipped to translate their classroom learning into everyday situations.
Educational institutions play an important role in implementing and promoting ecological solid waste management programs. They provide an environment where children can learn and develop values important to their development. As educators, teachers will be the examples to which students look to develop environmentally responsible actions; students also become part of the solution to the problem of sustainability. The study by Prisco and Cubillas (2022) shows how elementary schools that integrate solid waste management concepts into the curriculum perform better and get more stakeholders involved with the program. Furthermore, the study indicates that the collaboration between school personnel and stakeholders is key to successfully implementing solid waste management programs. School-based programs must be designed sustainably and structurally to overcome the barriers created by resource limitations and inconsistent practice enforcement.
In addition to the learners’ awareness and practices, the success of a campus-level ecological solid waste disposal program also depends on how effectively it is implemented by both teachers and learners. Based on the study conducted by Usman et al. (2025), senior high school students have demonstrated moderate awareness and positive attitudes toward waste management with respect to waste reduction and reuse practices. However, there are still many gaps in the knowledge of school intervention and school waste management policy that demonstrate that learners need a more integrated and consistent environmental education.
Hence, this study seeks to examine the effective strategies adopted by educators and students in handling solid waste ecologically and to design a sustainable, school-based program that fosters environmental responsibility and encourages lasting ecological practices within the school community.
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