Raising Awareness on Solid Waste Management through Formal Education for Sustainability: A Developing Countries Evidence Review
Abstract
:1. Introduction
2. Literature Review
2.1. Solid Waste Management–Courses and Effects of Poor Management of SWM in Developing Countries
2.2. Teachers’ Knowledge of Solid Waste Management
2.3. Students’ Knowledge and Awareness of Solid Waste Management
2.4. Environmental Attitude–Students’ Attitudes Towards Solid Waste Management
3. Understanding Cleaner Production for Sustainable Transformation
4. Sustainable Waste Management Gap Bridging
5. Barriers to SWM Sustainability in Schools
6. Materials and Methods
6.1. Type of Study
6.2. Search Strategy
6.3. Selection of Studies
6.4. Data Collection and Analysis
7. Results
7.1. The Variables Behind Solid Waste Management
7.1.1. Attitude Variable
7.1.2. Knowledge Variable
7.1.3. Solid Waste Management Awareness Variable
7.1.4. Solid Waste Management Students’ Age Variable
8. Discussion
9. Conclusions
Author Contributions
Funding
Conflicts of Interest
References
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Study | Country | Variables That May Influence and Determine Sustainable Waste Management/Environment | Method to Collect Data/Sample Size |
---|---|---|---|
Madrigal & Oracion [105] | Philippines | Awareness, attitude | survey/563 |
Ahmad et al. [106] | Malaysia | Knowledge, attitude, practice, communication | survey/895 |
Paghasian [107] | Philippines | Awareness, practice | survey/253 |
Adeolu & Enesi [108] | Nigeria | Attitude, practice, knowledge, age | survey/400 |
Gustria & Fauzi [109] | Indonesia | Awareness of student | mix-method/65 |
Shewasinad et al. [110] | Ethiopia | Attitude, knowledge, practice | survey/392 |
Licy et al. [111] | India | Attitude, practice, knowledge | survey/300 |
He et al. [112] | China | Knowledge, attitude, behaviour | survey/223 |
Phan Hoang & Kato [113] | Vietnam | SW knowledge | survey/247 |
Karpudewan et al. [114] | Malaysia | Knowledge, awareness | survey/110 |
Twumasi [115] | Ghana | Awareness, practice | survey/120 |
Boiyo et al. [116] | Kenya | Attitude, behaviour | survey/164 |
Aduku [117] | Ghana | Attitude | survey/400 |
Niekerk [118] | South Africa | Awareness, knowledge, practice | survey/815 |
Sultana et al. [79] | Bangladesh | Knowledge, attitude | survey/300 |
Dung et al. [119] | Nigeria | Knowledge, attitude | survey/1800 |
Kalsum & Isa [120] | Malaysia | Awareness, behaviour | survey/186 |
Pavliukh [121] | Turkey | Awareness, sensitivity | survey/212 |
Abdullahi & Tuna [122] | Nigeria | knowledge | survey/470 |
Ifegbesan et al. [123] | Nigeria | Awareness, age, agenda | mix-method/840 |
Varoglu et al. [124] | Turkey | Awareness, attitude, behaviour, illiteracy | survey/335 |
Müderrisoǧlu & Altanlar [125] | Turkey | Attitudes, behaviour | survey/507 |
Singh et al. [126] | Nepal | Awareness, knowledge, attitude, practice | survey/434 |
Liao & Li [127] | China | Knowledge, behaviour | survey/562 |
Study | Summary of Objective and Findings of Research Articles |
---|---|
Madrigal & Oracion [105] | Madrigal conducted a study in SW awareness, attitude, and practice with 563 students and employees of Catholic higher education in the Philippines and concluded that the respondents had high SWM awareness, attitude, and practice. There was a significant difference in awareness, attitude, and practice when it comes to status and religion, but significantly related in terms of age and education. |
Ahmad et al. [106] | A study was conducted to determine the relationship between students’ environmental knowledge, attitude, communication, and practice of the 895 higher level institution students. The study revealed that students were knowledgeable about the environment, but the knowledge did not lead to practice. For environmental sustainability, the study showed a weak relationship between students’ knowledge, attitude, and practice. The study also suggested social media and families as another means of spreading environmental practice information.The school did not have materials for waste sorting practice. |
Paghasian [107] | 253 students were randomly selected to investigate the significant relationship between SWM awareness and practice. The study indicated that awareness was high, and there was a good practice concerning separation, reduction, and recycle. SWM awareness had no influence on the practices of disposal but affected the student practices on sorting, recycle, reduce, and reuse. |
Adeolu & Enesi [108] | This study aimed at investigating the knowledge, attitude, and practices of 358 students in the secondary school in Ibadan, Nigeria, toward waste management. The results showed that students’ knowledge, attitude, and practice of waste management were moderate. The study indicated a high number of improper disposal of waste at every space. The results showed that gender and age significantly influence knowledge, awareness, and practice of waste management. |
Gustria & Fauzi [109] | A study was conducted to measure environmental literacy on knowledge, awareness, and concern with 66 selected senior high students in Indonesia. The study indicated that 80% of the students were considered as having inadequate environmental literacy. The lack of understanding was due to limited information and inappropriate lesson plans for the study. |
Shewasinad et al. [110] | A total of 392 Kometa kebele community members were randomly selected to assess knowledge, practice, and attitude toward waste disposal management in South West Ethiopia. The results indicated that the majority of people have good knowledge, a positive attitude, and good practice toward waste management. Most of the respondents were married and also female. |
Licy et al. [111] | A study was conducted to assess waste management practice information among school children in Kerala. Using a well-structured questionnaire, 300 students were randomly selected for the studies. The result showed that high school students are more aware of waste when compared to high secondary students. The results also indicated a significant difference between awareness and practice. The study revealed the need for massive awareness of waste practice from the beginning of school as well as the urgent need to rectify the knowledge and practice gap in waste management. |
He et al. [112] | The study was conducted to determine environmental awareness in two regions of contrasting levels of economic development and environmental problems in China. The data obtained from the university results showed that all the students sampled had low levels of environmental knowledge but a positive attitude and were also environmentally-friendly. A student growing up in developed and less-developed settings had significantly different levels of environmental awareness. |
Phan Hoang & Kato [113] | In January 2014, a survey of 247 students was conducted in DA Nang city. Two elementary school students’ knowledge of SWM were assessed. The results in February 2015 indicated that 96% of the student developed an absolute interest in SWM activities. The study also resulted in a change in student knowledge after environmental education for a year. |
Karpudewan et al. [114] | A survey was conducted to investigate the level of awareness and understanding of traditional environmental concepts and sustainable development concepts among pre-service teachers. The result of the 110 pre-service teachers indicated that knowledge of sustainable development and awareness was low, when compared with the understanding of traditional environmental concepts. The study confirmed a sustainability knowledge gap in sustainable development knowledge. |
Twumasi [115] | The objective of the study was to find information about waste management practice within a community in Ghana. In the survey, 120 people were randomly selected to respond to a well-designed questionnaire. The results indicated that most people were aware of SWM but never put it into practice. People’s attitudes toward a social commitment to waste participation were weak. The researcher noticed that e-waste awareness was absent in the community and it was necessary to rectify the knowledge and practice gap. |
Boiyo et al. [116] | A study was conducted with 320 students who were randomly selected to determine the relationship between attitudes and environmental participation in the urban area of Nairobi. The result showed that attitude and level of environmental participation did not influence each other. The study also revealed a positive connection between attitude and ecological behaviour. |
Aduku [117] | This research was conducted to examine the attitude and knowledge of junior high school toward an environmental condition in public schools in the Ga West metropolis of Ghana. A total of 400 students was used for the research. According to the result, students have a poor attitude toward sanitation and different environmental behaviour within each school studied. The research found a gap in knowledge of sanitation by the student. |
Niekerk [118] | This study examined 815 students’ level of SWM awareness, knowledge, and practice. The study used descriptive statistics to analyse it. The results indicated that students were aware of concerns of waste management practice in their schools and the communities, but had poor waste management practice with negative impacts on the country. The study indicated that waste management practice activities were minimal in schools and the environment. The research indicated that students were the key agent of change toward a more sustainable future. Therefore, young people should be engaged to improve their knowledge of environmental issues. |
Sultana et al. [79] | This study used 300 students from both public and private schools to assess the environmental knowledge and attitude in the Tangail district from January to April 2015. The study revealed that the level of environmental knowledge depends on the program offered in schools. Student attitude toward the environment is higher in public schools, when compared with private schools. With gender, environmental knowledge and attitude had a substantial difference. The students from an urban area have higher environmental knowledge while the rural student has a better environmental attitude. The study also showed that students’ environmental awareness is influenced by parents’ educational level. In conclusion, the students’ level of understanding and positive attitude may be achieved from families, media, teachers, and reading. |
Dung et al. [119] | This study was conducted to assess the knowledge and attitude of students’ toward SWM. A sample size of 1,800 colleges of education students of the North Central zone of Nigeria was used. The finding indicated that students had low knowledge and a positive attitude toward SWM. A significant relationship was found between students’ knowledge and attitude toward SWM. Gender has no major influence on knowledge and attitude toward SWM. |
Kalsum & Isa [120] | A total of 186 university academic staffs were surveyed to determine the connections between knowledge, attitude, behaviour, and level of awareness to the principles of a sustainable campus. The result indicated that the staff have a high awareness level about principles of a sustainable campus, but a weak correlation between awareness and behaviour. |
Pavliukh [121] | A study was conducted to determine environmental sensitivity and awareness of university students. A survey that was applied to 212 students indicated that environmental awareness and behaviour were lower even though courses on environmental issues were taken. The study concluded that environmental knowledge does not influence awareness and behaviour. |
Abdullahi & Tuna [122] | In this study, 470 students were surveyed from secondary schools, universities, and colleges in Nigeria, to investigate students’ knowledge and perceptions. The results revealed that the knowledge of environmental issues was not satisfactory, but perception toward the environment was good. |
Ifegbesan et al. [123] | A study was conducted to determine the practice of SWM in public secondary school. The results showed an overall positive level of awareness, attitude, and practices of teachers toward SWM, but the practice was better in some schools, when compared to others. |
Varoglu et al. [124] | Environmental literacy, attitudes, awareness, and behaviour studies were conducted among 335 middle school students in Eskişehir to determine the effects of purchasing good environmental products. The study showed that environmental illiteracy has no major effect on the attitude and purchase of environmental products, while awareness has a positive effect on a pro-environmental attitude toward environmentally-friendly purchased products. The results also showed that students develop positive attitudes toward the environment through awareness. In addition, a positive environmental attitude leads to pro-environmental behaviour and adaptation of environmentally-friendly products. |
Müderrisoǧlu & Altanlar [125] | A study was conducted with 507 undergraduate students from the Abant Yzzet Baysal University toward attitudinal and environmental behaviour issues. The findings reported that university students were aware of the importance of waste management. The findings further indicated that the department area and gender have affected students’ environmental attitudes and behaviour. |
Singh et al. [126] | Studies were conducted to assess the awareness, knowledge, attitude, and practice regarding medical waste management. A total of 434 undergraduate dental students in five different institutions was used in Nepal. According to the results, the students had a positive attitude. Knowledge of biomedical waste was high and more than 50% of the students are unaware of government guidelines on biomedical waste. In terms of medical waste disposal, there is a lack of strict protocols since not all students are aware of disposal techniques. |
Liao & Li [127] | In this investigation, 562 students were used to explore the understanding of Chinese high students’ motivation toward the separation of SW on campus. The Theory of Planned Behaviour including environmental education and knowledge was used for the explanation of waste separation. The results indicated that environmental education is essential for students to acquire knowledge and a positive attitude toward the separation of SW on campus. Knowledge was the best predictor in student’s separation behaviour. |
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Debrah, J.K.; Vidal, D.G.; Dinis, M.A.P. Raising Awareness on Solid Waste Management through Formal Education for Sustainability: A Developing Countries Evidence Review. Recycling 2021, 6, 6. https://doi.org/10.3390/recycling6010006
Debrah JK, Vidal DG, Dinis MAP. Raising Awareness on Solid Waste Management through Formal Education for Sustainability: A Developing Countries Evidence Review. Recycling. 2021; 6(1):6. https://doi.org/10.3390/recycling6010006
Chicago/Turabian StyleDebrah, Justice Kofi, Diogo Guedes Vidal, and Maria Alzira Pimenta Dinis. 2021. "Raising Awareness on Solid Waste Management through Formal Education for Sustainability: A Developing Countries Evidence Review" Recycling 6, no. 1: 6. https://doi.org/10.3390/recycling6010006