Nurturing environmental awareness: how high school students in Johannesburg are shaping a greener future

Waste management 

In this category, the researchers aimed to understand how waste is managed in schools. Waste management practices varied among the four cases observed. According to Demirbas (2011), waste management involves the process of gathering, transporting and processing waste before disposal. Nyika et al. (2019) and Maphosa (2023) state that waste management is a challenge in developing countries such as the Republic of South Africa. The findings of this study reveal a complex landscape of waste management practices in schools, shaped by institutional frameworks, student behaviours and community engagement. Effective waste management, as emphasised by Tchobanoglous et al. (1993), is important for safeguarding the environment and public health.

The findings highlight both successful initiatives and areas needing improvement, reflecting varying levels of awareness and action among schools and students. Additionally, these findings align with the experiential learning theory principles, illustrating how concrete experiences and reflective observation may foster environmental awareness. Institutional practices play a major role in shaping waste management behaviours (Boateng and East, 2011). The researchers had to observe how waste is managed in these sampled four cases, which includes the quantity and type of rubbish bins, recycling materials used, and other possible ways of reducing waste, such as compost making. In Cases B and D, it was observed that schools used labelled sorting bins and organised rubbish collection systems, and they involved the community in waste management by allowing them to come to the school grounds to collect waste. During participatory observation, the researchers observed students from Cases B and D picking up rubbish and throwing it in the labelled bins. In Case B, it was done according to the classes on duty after the break. In Case D, all students would pick up the rubbish after breaks and after school sessions. In these two cases, the researchers also observed that some underprivileged people were allowed in schools on specific days to collect the sorted trash for sale to recycling companies. These practices aligned with the recommendations by other scholars emphasising community engagement in sustainable practices (Davids, 2023; Fine, 1993; Kaswan and Rathi, 2019).

Case C implemented a waste disposal policy that mandated the use of bins and penalised littering. Case C did not have sorting bins, but there was a culture of dustbins in corridors, as well as in each classroom. The policy stated that litter was only to be disposed of in dustbins. The repercussions of not following the policy were also stated, such as the cleaning-up of the corridors. The application of the policy assisted in minimising trash dumping. The researchers also observed that most students in Case A carried reusable water bottles to fill with water before going back to their classrooms after break. In Case A, a borehole was installed, and most students drank water from the borehole more than any other drinks. In Case A, as well as in Case C, students used paper packs to serve food sold at their tuckshops. Moreover, in Case C, they used paper straws for drinking their juice or other cold drinks. The use of reusable bottles results in a smaller number of empty bottles to be thrown into dustbins, hence less plastic production and waste in the landfills, thereby reducing pollution. Buying cold drinks and juices results in more litter in school; however, the paper plates are easily biodegradable, which is an advantage to the environment. These results imply that in high schools, students put a lot of effort into reducing waste in the environment. Moreover, students are aware of the advantages of using reusable materials.

The observed behaviour in Cases B and D of throwing rubbish carelessly, and only waiting for the end of breaks to pick up rubbish and throw it in the bins, portrayed an environmentally irresponsible behaviour. Students seem to understand that the throwing of litter poses a threat to the environment. However, the tendency of being environmentally irresponsible and only correcting mistakes afterwards is a huge challenge. In Case C, a policy stipulated that the throwing of litter was a serious offence with serious consequences. These measures not only support structured waste management; they are also aligned with South Africa’s National Waste Management Act (2008), which emphasises the need for clear guidelines and enforcement (DEAFF, 2017).

From the questionnaires, students’ behaviour varied significantly across the cases, reflecting differing levels of environmental responsibility. The researchers wanted to understand students’ behaviour towards the management of waste. The researchers asked what students would do with a piece of rubbish when there is no rubbish bin nearby. In Case C, students displayed proactive behaviour, such as actively seeking out bins for proper disposal, even at the expense of being late for class. Student G1112 responded, ‘I would rather be late for class looking for a trash bin to dispose of the waste in a proper place.’ Student G1108 explained that ‘trash will be collected for recycling if properly disposed’. However, Case A students were not that concerned about throwing rubbish carelessly. Some responded that they would leave rubbish on desks for the maintenance people to pick up. Student G0808 mentioned that she will ‘leave the trash on their feeding tables for the cleaners to correctly dispose the trash’. This reveals that students from this school are not encouraged to be part of waste management in the school, which leads to more pollution in the school environment.

Another question was based on recycling as a form of waste management practice. Some students listed the following items: plastic items such as juice and water bottles, sauce and spice bottles, plain plastic and paper drinking cups, cold drink bottles, newspapers, cardboard, office papers, books and magazines. All Cases (A, B, C and D) defined recycling as the process of converting waste into reusable materials. However, there were a few students in all cases who failed to give a proper definition of recycling. For example, from Cases A and B, students G0804 and G0814 respectively defined recycling as to ‘cut back on the amount of trash generated’. This contrasts with the less proactive behaviours observed in Cases B and D, where students waited until breaks to collect litter, and Case A, where some students left rubbish on desks for cleaners to dispose of. These behaviours highlight the varying levels of experiential learning observed in students. Concrete experiences, such as interacting with sorting bins and adhering to policies, provided students with opportunities for reflective observation. However, the inconsistency in proactive responsibility suggests a need for enhanced educational activities to deepen students’ engagement with environmental practices (Mkhonto and Mnguni, 2021).

The findings of the questionnaires further illustrate students’ understanding of waste management and recycling. Most students across all cases defined recycling correctly and identified recyclable items such as plastic bottles and paper products. However, the depth of understanding varied, with some students providing only superficial responses. For instance, while many students recognised the environmental benefits of recycling, their explanations often lacked detail. These findings highlight the importance of reinforcing both knowledge and practical application through experiential learning opportunities. Students’ knowledge of the relationship between waste management and climate change was explored through interviews. Several students articulated this connection effectively, linking recycling to reduced greenhouse gas emissions and the conservation of natural resources. For example, a student in Case A, G0803, explained that ‘Using recycled materials reduces the need for new raw materials, which often release excessive greenhouse gases during extraction.’ Another student, in Case C, G1105, mentioned that ‘people need to practise smart shopping where they will be using reusable bags rather than disposable bags that can increase the greenhouse gases’.

Another student, from Case B, G0814, elaborated on this by encouraging customers to buy products from recycled materials such as paper and plastics, which also reduce energy consumption. Another student, from Case D, G1115, explained that ‘environmental science of climate change is that the more waste prevention and recycling paper products are promoted it will allow more trees to remain standing, where they can continue to remove carbon dioxide from the atmosphere and reduce the existence of climate change’. Despite these profound responses, many students provided one-word answers, indicating a gap in their ability to articulate and expand on these concepts. This suggests a need for educational programmes that encourage deeper reflection and understanding, enabling students to relate human activities to environmental issues.

The findings collectively point out the importance of integrating institutional support, community engagement and experiential learning to promote effective waste management practices. Policies and practical measures provide the structure needed for consistent behaviour, while community involvement fosters a sense of collective responsibility. Students’ behaviours reflect the stages of experiential learning, with concrete experiences and reflective observation contributing to their understanding of waste management. However, gaps in proactive responsibility and depth of knowledge indicate areas for improvement. Schools should prioritise structured educational programmes and experiential activities to strengthen students’ active engagement with environmental practices, ultimately promoting a culture of sustainability.

Energy conservation 

This category highlights the efforts made by schools and students to conserve energy, focusing particularly on light energy and renewable energy sources. According to Jaelani et al. (2020), energy conservation involves reducing wasteful energy consumption through various means. Bahinipati et al. (2022) and Zaman et al. (2023) point to the importance of technological upgrades and behaviour change in achieving energy efficiency. Renewable energy sources, particularly solar energy, were also adopted in some schools. Energy conservation practices observed in schools are aligned with global and local sustainability initiatives, reflecting both behavioural and technological approaches to reducing energy consumption. These practices are further linked to students’ understanding of the relationship between human activities and environmental conservation.

From observations, it was evident that most schools utilised natural sunlight to reduce reliance on artificial lighting during the day. Students were seen turning off lights in unoccupied rooms, and switching them on only when necessary, such as during cloudy weather or in dark environments. For instance, in Cases A, B, C and D, areas such as the auditorium, school hall and laboratories remained unlit when not in use. This practice not only conserved energy but also fostered an environmentally conscious culture among students. Such behaviours align with Booysen et al. (2021), who emphasise the importance of using natural light to minimise electricity consumption, particularly as lighting accounts for a significant portion of energy use in schools.

In addition to behavioural changes, technological advancements were also observed. Cases A, B and D implemented energy-saving LED lights, which consume 85 per cent less energy than traditional bulbs. Furthermore, Cases A and D extended their conservation efforts by incorporating renewable energy sources such as solar panels. In Case A, solar panels were installed across all classrooms and the administration block, enabling the school to function normally even during loadshedding. In Case D, solar panels were installed in the administration block, ensuring uninterrupted office work during power outages. These findings align with Jaelani et al. (2020) and Gillani et al. (2022), who advocate for the adoption of renewable energy sources such as solar power to reduce greenhouse gas emissions and mitigate climate change impacts. The efforts highlighted the critical role of schools in promoting energy sustainability while serving as models for environmentally responsible behaviour.

Interviews conducted as part of this study also shed light on students’ understanding of the link between human activities and energy conservation. Many students identified recycling as a key activity that contributes to energy conservation, with one student from Case C, G1103, explaining that ‘manufacturing products from recycled materials requires less energy than producing items from raw materials’. Another student from Case C, G1105, highlighted the environmental harm caused by energy-intensive activities, such as the ‘burning of fossil fuels’. Both students suggested alternative cleaner energy sources, including solar and hydroelectric power. For example, a student from Case D, G1114, mentioned the benefits of ‘using public transport to reduce carbon emissions from private vehicles’. These responses indicate that students have a foundational awareness of energy conservation and its broader environmental implications, particularly in relation to climate change. This awareness is consistent with the findings of Zaman et al. (2023) and Ragab et al. (2022), who emphasise the importance of behavioural changes and technological upgrades in achieving energy efficiency.

The questionnaire results further highlighted the need for enhanced teaching on energy conservation. While approximately half of the students reported involvement in environmental conservation projects, many suggested additional measures to improve energy efficiency at school level. Common responses included teaching all students about energy conservation, powering down equipment when not in use and adopting energy efficient habits. A few students provided more advanced suggestions from Case A, including students G0804, G0808 and G0811, and one from Case D, G1118, who mentioned ‘installing programmable thermostats to regulate heating and cooling, using proper insulation to minimise energy loss and incorporating energy efficient appliances’. Another exceptional response was from most learners in Case A and one in Case B, G0817, who mentioned ‘the use of energy efficient appliances, such as refrigerators and freezers, in the schools to reduce energy use’. These responses support a spectrum of awareness levels, with some students demonstrating understanding, while others require further teaching to fully grasp energy conservation practices.

The findings also revealed significant gaps in participation and awareness. Despite the efforts made in schools such as Cases A, B and D, a considerable portion of students lacked active involvement in energy conservation activities. This suggests the need for schools to implement structured programmes that encourage greater participation and awareness. According to Chung and Rhee (2014), educational institutions are uniquely positioned to instil energy efficient habits in students, which can have long-term benefits for both individual behaviours and broader societal sustainability. The study demonstrates that energy conservation in schools is achieved through a combination of behavioural practices, technological advancement and renewable energy adoption. While progress has been made, particularly in Cases A and D, there remains a need to address gaps in awareness and participation among students. Schools should prioritise educational projects that integrate both theoretical knowledge and practical applications, promoting a culture of sustainability. This practice can enhance energy efficiency, reduce environmental impacts and contribute to global efforts to combat climate change.

Sustainable use of natural resources 

The sustainability of natural resources is a global challenge requiring focused attention from policymakers and teachers (Chau et al., 2022). Human societies depend on natural resources, making their careful management important for current and future generations (Tu et al., 2019). During the administering of questionnaires, two key questions were raised to explore students’ understanding of sustainability. The first asked students to define sustainability. Grade 11 students in Cases C and D demonstrated a clear understanding, describing sustainability as avoiding the depletion of resources. However, many Grade 8 students in Cases A and B provided incorrect answers, equating sustainability with resource exploitation. The second question asked students to identify the most important activity to ensure environmental health for future generations. Grade 11 students highlighted the importance of efficient use of energy and materials, while Grade 8 students struggled with the concept. These findings suggest that older students’ understanding of sustainability improves with increased exposure to environmental education, emphasising the need to integrate environmental education into curricula from an early stage.

Semi-structured interviews further explored students’ knowledge of the impact of unsustainable resource use. Student G1105 from Case C noted, ‘Unsustainable land use patterns are the root causes of environmental degradation.’ Another student, G1114 from Case D, highlighted the link between deforestation for firewood and global warming. Similarly, student G0822 from Case B, also explained, ‘The overexploitation of coal produces harmful fumes and accelerates climate change.’ These responses indicate that students are aware of the environmental consequences of unsustainable practices and recognise the importance of monitoring resource use to minimise degradation. The environment is more prone to destruction due to the increase in pressures (Gupta et al., 2016), hence there is a need for sustainable management of the environment. This is in line with work by Teane (2021), who conducted a study in the Manyeledi rural village in the North-West province. This province, like most rural areas, was experiencing environmental degradation caused by the depletion of natural resources, and poor farming practices (Teane, 2021).

The researchers then observed sustainable attitudes in all four cases, including energy efficiency, waste reduction, water conservation and green building practices. In Case B, a trench redirected tap water spillage to banana trees, minimising water waste. In Case A, buildings were constructed using sustainable, non-toxic materials such as bamboo and reclaimed wood, contributing to better indoor air quality. These practices align with the United Nations Sustainable Development Goals (Montiel et al., 2021), emphasising sustainable water management and clean energy. The findings reveal that while older students grasp the concept of sustainability, younger students require more foundational knowledge. Practices such as water conservation and sustainable building design provide concrete examples for students to understand and apply sustainability principles.

Environmental projects 

The findings of this study further highlight the critical role of environmental projects in promoting environmental awareness and addressing environmental challenges. Projects such as school gardening, tree planting, compost making and water storage were observed in various schools, reflecting a commitment to promoting environmental awareness and sustainability among students.

The projects are not only instrumental in addressing local environmental issues; they also serve as tools for teaching practical skills and promoting a sense of responsibility among students. During observations, school gardening was a common feature across all the cases studied. Each case had a vegetable garden, although the type of vegetables and the level of maintenance varied. In Case A, the garden was lush and well-maintained, with the use of sprinkler pipes for irrigation. However, students’ participation was minimal, as the maintenance work was predominantly carried out by hired groundskeepers. In contrast, in Cases B, C and D, students actively participated in the maintenance of the gardens, including watering, weeding and seeding during designated times. This active involvement aligns with the findings of Maciel et al. (2022), who demonstrated that participation in school gardening projects not only fosters environmental knowledge, but also instils values such as cooperation and respect. However, the study also revealed that for meaningful learning to occur, students need to be involved in all stages of gardening – from bed preparation to planting – to develop skills that they can apply at home and in their communities (Maciel et al., 2022).

Tree planting was another prominent project observed in all the cases, with varying levels of maintenance and use. Case A stood out, with its orchard of fruit trees, while Case B showcased recently planted trees at the school entrance, symbolising the promotion of tree planting to visitors. In Case C, older, poorly maintained trees were observed, suggesting a lack of integration of this resource into students’ daily activities. In Case D, trees provided shade for students during lunch breaks, demonstrating practical benefits. The importance of tree-planting projects lies in their multifaceted environmental benefits, as highlighted by students during the study. The findings echo the work of Anabaraonye et al. (2022), who advocate for tree planting as an important environmental protection strategy.

Compost making was observed as an exceptional practice in Case C. Students actively collected biodegradable materials, including food waste from feeding schemes and tuckshops to create compost. This compost was then used in the school garden, reducing the need for artificial fertilisers. In alignment with the findings of this study, Waliczek et al. (2016) noted that composting programmes enhance students’ environmental attitudes and knowledge. Participating in compost making, students not only contribute to waste reduction, but also develop an understanding of sustainable soil management practices, promoting long-term environmental balance. Water conservation efforts were particularly notable in Case B, where a large rainwater tank reservoir was installed to collect and store water during the rainy season. This stored water was used to irrigate plants during dry periods, reducing reliance on tap water. Such practices emphasise the importance of sustainable water management in schools (Karthe et al., 2016; Pamla et al., 2021). The integration of rainwater harvesting systems in schools is particularly relevant in regions prone to climatic challenges. These projects serve as practical demonstrations of sustainable water use, encouraging students to adopt similar practices in their households.

The study also explored students’ perspectives on environmental projects through questionnaires and interviews. Many students demonstrated an understanding of the environmental benefits of projects such as tree planting and compost making. For instance, in questionnaires, student G1113 from Case C, and G0803 from Case A, mentioned that ‘trees supply oxygen which will be utilized by other organisms that are found in the environment for the process of respiration’. The other responses that were given by students from Cases B and D were, ‘trees are important to the environment as their roots bind the soil particles together thereby reducing environmental degradation.’ Some other students were able to describe the functions of trees. For instance, student G0814 from Case B mentioned that ‘trees can be habitats of other species, such as birds’. Student G1117 from Case D stated that ‘trees are part of the food chain which enables energy flow in the ecosystem’.

During interviews, some students provided detailed responses about sustainable agricultural practices, such as crop rotation, which improves soil fertility and reduces the need for chemical fertilisers. Student G1103 from Case C gave a detailed explanation of the school gardening reducing environmental degradation when she mentioned ‘some plants will leave nutrients in the soil which can be utilised by the next plant’. The student gave an example of leguminous plants. Another student, G0822 from Case B, explained that ‘by crop rotation there will be no need to use artificial fertilisers which will degrade the environment’. These responses point to the value of experiential learning in promoting environmental knowledge and awareness. As students engage in hands-on activities, they develop practical skills and understanding of environmental processes, which they can apply to address environmental challenges in their communities.

Despite these positive findings, the study also revealed gaps in student participation and project implementation. While some schools, such as Case C, effectively included students in environmental projects, others, such as Case A, relied heavily on external labour, limiting opportunities for students to engage meaningfully. This emphasises the need for schools to adopt more inclusive approaches that actively involve students in all stages of environmental projects. Additionally, while many students displayed basic environmental knowledge, there is a need for understanding and encouragement of proactive environmental stewardship. Environmental projects in schools provide a platform for promoting sustainability and addressing environmental challenges – engaging students in hands-on activities such as gardening, tree planting and compost making. Schools can promote a culture of environmental responsibility and equip students with the skills and knowledge needed to mitigate pressing environmental issues. To maximise the influence of these projects, schools should prioritise student engagement and adopt innovative practices such as rainwater harvesting. These efforts not only promote environmental awareness among students but also contribute to broader sustainability goals, addressing challenges such as climate change, soil degradation and water scarcity.