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School-Based Environmental Governance and Plastic Pollution Reduction: An Integrated Framework for Sustainability Education and Ecological Citizenship in Australia
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This study looked at how Australian schools can help fight plastic pollution—not just through recycling programs, but by weaving sustainability into everyday school life, from classroom lessons to cafeteria practices. The takeaway: schools that build real hands-on learning and a culture of sustainability can shape lifelong habits in kids, which matters because less plastic waste ultimately means less plastic breaking down into microplastics that end up in our water, food, and bodies. The catch is that schools need more funding and better teacher training to make this happen consistently.
Purpose: This study examines how Australian schools contribute to environmental governance by reducing plastic pollution through sustainability education and fostering ecological citizenship. It investigates the institutional, educational, and behavioral mechanisms through which schools support long-term environmental sustainability. Design/methodology/approach: A qualitative research design was employed using documentary analysis of Australian government policies, educational frameworks, sustainability reports, and peer-reviewed literature. Data were analyzed through thematic analysis guided by Environmental Governance Theory, Institutional Theory, Social Learning Theory, and Ecological Citizenship Theory. Findings: Six interrelated themes emerged: (1) plastic pollution as an environmental governance challenge; (2) schools as strategic governance institutions; (3) experiential environmental education as a driver of behavioral transformation; (4) institutional culture as a facilitator of sustainable practices; (5) ecological citizenship as an outcome of sustainability education; and (6) institutional and resource barriers affecting implementation. The findings indicate that schools strengthen environmental governance by integrating sustainability into leadership, curriculum, operational practices, and community partnerships. Practical implications: The study recommends stronger policy integration between environmental and educational sectors, increased investment in sustainability leadership and teacher capacity, and enhanced collaboration among schools, governments, industry, and communities to support long-term behavioral change. Originality/value: The study develops an integrated conceptual framework linking environmental governance, institutional processes, social learning, and ecological citizenship. It re-conceptualizes schools as strategic environmental governance institutions that translate public policy into sustainable behaviors and contribute to the achievement of the United Nations Sustainable Development Goals.
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School-Based Environmental Governance and Plastic Pollution Reduction: An Integrated Framework for Sustainability Education and Ecological Citizenship in Australia
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