Fostering responsibility and commitment as tools in Geographical environmental education to reduce plastic pollution in rural schools in a South African context

Abstract

Plastic litter is a major cause of environmental degradation in many rural schools in South Africa. To break down the barriers to practising sound environmental stewardship in their daily lives, a behaviour change is necessary in learners. This study used Community-Based Social Marketing Theory and an anti-litter education intervention at two rural schools as part of learning about sustainability during Geography lessons to bring about a change in learner behaviour when disposing of waste at school. During the lessons, pictures of plastic litter in the environment were shown to learners who learned about applying reduce, reuse, and recycle principles. At the first school, learners signed a public commitment pledge not to litter, and at the second school, learners signed a private commitment pledge. When compared with pre-intervention questionnaire results, learners’ knowledge, perceptions, and behavioural intentions to act in a pro-environmental way improved. Learners who made public pledges were more committed than learners who made private pledges. The study has practical significance by demonstrating the effectiveness of an intervention to reduce plastic litter pollution. The findings may be useful for Geography teachers when addressing global challenges in Geographical education by connecting these to practically solving local environmental challenges.