IJERD – International Journal of Environmental and Rural Development (2018) 9-1

Research articleerd

Environmental Education and Sustainability in Mataneedol
School: A Case Study of “Turning the School Kitchen Waste
into the Healthy Soil and Safety Food” Project
ARISA IWAI
Mataneedol School, Khon Kaen, Thailand
Email: arisaiwai@gmail.com

ORATAI SANTIMATANEEDOL*
Mataneedol School, Khon Kaen, Thailand
Email: prinfon@hotmail.com
Received 13 February 2018

Accepted 5 May 2018(*Corresponding Author)

Abstract Environmental education and sustainability practices in schools have been
emerging as an important trend in 21st century education as the Decade of Education for
Sustainable Development (DESD) launched by the United Nations. Mataneedol School is aunique school in a beautifully landscaped setting and environmental friendly located inKhon Kaen city, Northeast of Thailand. Mataneedol School is a pioneering school where
the students and teachers from all over the world can learn and thrive together. The aim of
this study was to conduct the environmental education through practices of ESD in order toenable the children to grow in an environment that helps imbibe awareness, sensitivity andthe necessary skills to be environmentally responsible citizens of mother earth. Theobjective of this project was to study the benefits of the project on “Turning the school
kitchen waste into the healthy soil and produce the safety food” toward the attitude ofstudents. The student project on school waste management has been conducted. The 3 R(reuse, recycle and reduce) has been taught. Plant biodiversity has been monitored bystudents. Workshop on vermicompost was conducted by student council president. In theprocess, students learn that food waste is not totally useless, but can be used as organic
fertilizers for plants. Students help to separate and record how much the school waste
produced per day. We become more aware about re-using waste and saving the earth. The
children are able to participate in activities that help to protect the environment, such assorting of waste, making vermicompost and use the vermicompost as a biofertilizer for theschool's garden. As they take part in these daily activities, the children understand better
how to actively protect the environment and get the safe food for them. They learn ascientific thinking through the experiment on their environmental project. The Schools
programme encourages young children to take actions to protect their environment and tobe the change for sustainabilityl.
Keywords green school, education for sustainable development (ESD), active learning,
agriculture

INTRODUCTION
Environmental education and sustainability practices in schools have been emerging as animportant trend in 21st century education as the Decade of Education for Sustainable Development(DESD) launched by the United Nations.Environmental Education for Sustainable Development(EESD) is as an essential tool to change student’s commitment, motivation, stewardship, behaviourand attitudes (UNESCO, 2009). To achieve the goals EESD, the active learning approach is widely
recommended by several researchers. Further research demonstrated that when students are
involved in active learning process, retention of knowledge is significantly increased (Hendersonand Tilbury, 2004), there is enhanced motivation and higher-order learning and development ofⒸ ISERD

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IJERD – International Journal of Environmental and Rural Development (2018) 9-1

practical skills (Lipscomb, 2014). Learning through experiences has both process and outcome
dimensions, with basic content mastery integrated with opportunities to manage complex projects,
apply critical thinking, and develop skills in inquiry that have applications beyond the classroom(Kemp, 2016).
Active learning has become an important issue for student learning. Mataneedol School,
which is located in Khon Kaen, Thailand combines the use of British and American Curriculums
and takes the approach that active learning should also be a fun experience for its students.
Mataneedol School is a unique school in a beautifully landscaped setting and environmental
friendly located in Khon Kaen city, Northeast of Thailand. Mataneedol School is a pioneeringschool where the students and teachers from all over the world can learn and thrive together. Active
teaching learning methods involve students in the learning process such as discussions, writing,asking and answering questions and engaging in their own learning. These activities in turn require
students to use critical thinking skills such as analysis and evaluation.
OBJECTIVES
The aim of this study was to conduct the environmental education through practices of ESD inorder to enable the children to grow in an environment that helps imbibe awareness, sensitivity andthe necessary skills to be environmentally responsible citizens via the project on “Turning theschool kitchen waste into the healthy soil and produce the safety food”.
METHODOLOGY
Active Learning of Environmental Education through “Turning the school kitchen waste into thehealthy soil and safety food Project of Grade 1-6 students was conducted. This project came fromthe student’s committee lead by student council president. This approach includes students inmeaningful leadership roles in making the school more environmentally sustainable.
The methodology was a case study; the target audience were Grade1-6: 80 students from
Mataneedol School who are in their second semester of 2017 (Purposive Sampling). Research
instruments used were workshop, lesson plans, participatory observation, interviews, and student’stasks assessments. Data were analyzed using Qualitative interpretation.
Research Design
This research uses a case study design on “Turning the school kitchen waste into the healthy soil
and safety food” Project.
RESULTS AND DISCUSSION
The student project on school waste management has been conducted. The 3 R (reuse, recycle andreduce) has been taught. Plant biodiversity has been monitored by students. The project on“Turning the school kitchen waste into the healthy soil and produce the safety food” was successcase. Workshop on vermicompost was conducted by student council president. In the process,students learn that food waste is not totally useless, but can be used as organic fertilizers for plants.
Student helps to separate and record how much the school waste produced per day. We become
more aware about re-using waste and saving the earth. The children are able to participate inactivities that help to protect the environment, such as sorting of waste, making vermicompost anduse the vermicompost as a biofertilizer for the school's garden. As they take part in these daily
activities, the children understand better how to actively protect the environment and get the safe
food for them. They learn a scientific thinking through the experiment on their environmental
project.

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IJERD – International Journal of Environmental and Rural Development (2018) 9-1

Results found that workshop on vermicomposting that conducted by student council president
is a good way to educate students about data collection, scientific observation, decomposition,nutrient cycles, natural biological systems and waste management. It also offers an opportunity forthem to learn a practical way that they, as individuals, can make a positive impact on theenvironment. It is opportunities to integrate math and science in school. Added food could beweighed and recorded. The time that it takes for individual food items to decompose can beobserved, as earthworm food preferences. Student could will also see earthworms at different
stages of their life cycle. Students leant about the important role that this type of worm plays innatural systems. When vermicompost was finished, student used vermicompost in plant growthexperiments. Students enjoy their science experiment to compare the growth of vegetablecompared the treatment with and without vermicompost. Student learn how important on nutrientsand they could produce the healthy vegetable and use for their school lunch. These activities
promote knowledge retention and make active learning a thoroughly enjoyable experience.
Active learning in the school gardens could an inculcate scientific outlook food behaviour,
positive social and environmental attitudes/behaviours (Blair, 2009). Place-based approaches inenvironmental education are valuable for several reasons. These approaches provide students with
opportunities for learning in real situations. School garden’s practice is one component of active
environmental education advantageous for learning in the biosciences. Active learning methods
involve students in the learning process such as discussions, writing, asking and answering
questions and engaging in their own learning. These activities in turn require students to use criticalthinking skills such as analysis and evaluation (UNECE, 2012). The goal of knowledge processing
is that the learner can elaborate on applications of knowledge and student may also produce newknowledge using cognitive processes, rather than being a passive listener
CONCLUSION
It may be concluded that the active teaching learning approach is more effective in facilitating
environmental education for sustainable development among school children. Students become
more aware about re-using waste and saving the earth. The students are able to participate inactivities that help to protect the environment, such as sorting of waste, making vermicompost anduse the vermicompost as a biofertilizer for the school's garden. As they take part in these daily
activities, the children understand better how to actively protect the environment and get the safe
food for them. They learn a scientific thinking through the experiment on their environmental
project. The active learning encourages young children to take actions to protect their environment
and to be the change for sustainability. It starts in the classroom, expands to the school and fosters
change in the community.
ACKNOWLEDGEMENTS
The authors thank the Integrated Water Resource Management Research and Development Centrein Northeast Thailand and The Research Developing and Learning Centre on Earthworm for
Agriculture and Environment, Khon Kaen University for supporting the earthworm and materialfor vermicomposting.
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Journal of Environmental Education, 40 (2), 15-38.
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