Integrating waste management into STEM education is crucial for equipping future generations with the essential skills and knowledge to innovatively tackle waste-related challenges. — The Jakarta Post
IN recognition of National Waste Care Day on Feb 21, a pivotal moment arises for educators and teachers to intensify their commitment to science, technology, engineering and mathematics (STEM) education, leveraging the pressing issue of waste management as an innovative and dynamic teaching resource.
This approach not only cultivates critical STEM habits of mind among students but also actively engages them in understanding and mitigating the detrimental effects of waste on our environment.
The integration of waste-related topics into the Indonesian curriculum, particularly through initiatives like Kurikulum Merdeka (Curriculum of Freedom), allows educators to implement a dual-impact educational strategy: enriching students’ learning while simultaneously empowering them to become proactive agents in addressing the escalating waste crisis.
Indonesia is grappling with a severe waste management crisis, marked by an alarming increase in waste generation and insufficient handling capabilities.
In 2023, the Environment and Forestry Ministry reported that the country produced around 17.44 million tonnes of waste annually.
This amount is equivalent to the weight of approximately 348.8 million adults, assuming an average Indonesian adult weighs 50 kg.
This staggering comparison highlights the enormity of Indonesia’s waste problem. A significant portion, about 33.53% or 5.85 million tonnes of this waste, is unmanaged, leading to substantial environmental and health hazards. The majority of the waste, around 44.69%, comes from households, with leftover food comprising roughly 40%.
The disposal of such large quantities of organic waste in landfills is particularly concerning due to its contribution to greenhouse gas emissions.
Furthermore, the challenge is exacerbated by inadequate waste management infrastructure. The limited availability of landfills, recycling centres and waste-to-energy plants is insufficient for effectively tackling the growing waste issue, underlining the need for urgent and comprehensive measures.
Fostering consciousness
Integrating waste management into STEM education is crucial for equipping future generations with the essential skills and knowledge to innovatively tackle waste-related challenges. This integration fosters environmental consciousness and nurtures proactive change-makers, both locally and globally.
A multifaceted approach, involving project-based learning, hands-on experiments and collaborative projects, can effectively embed waste management into the STEM curriculum.
Project-based learning, for instance, could involve students in semester-long projects like designing and implementing waste reduction programmes in schools or communities. This method not only educates about waste management but also hones research, planning and execution skills.
Practical insights
Hands-on experiments offer practical insights into waste management concepts. Activities like composting experiments help students understand the decomposition of biodegradable waste and its transformation into compost, alongside studying factors affecting this process.
Collaborative projects enable students to apply their learning in real-life contexts, such as designing efficient recycling systems for their schools. This fosters teamwork, problem-solving and critical thinking.
Waste management can be integrated across various STEM subjects. Biology lessons could cover organic waste decomposition, chemistry could focus on material breakdown, physics might explore waste-to-energy conversion, and mathematics could be used to assess waste management efficiencies.
Moreover, collaboration with environmental organisations and field trips to waste management facilities provide practical exposure, making learning more relevant and impactful. This holistic approach prepares students to think critically and act responsibly toward environmental sustainability.
Teachers play a critical role in integrating waste management into STEM education, requiring continuous pedagogical innovation. A prime example is the University of Canberra’s Faculty of Education offering the Micro-credential STEM Rich Tasks to Indonesian teachers.
This programme equips educators with tools to actively involve students in real-world problems, including waste challenges.
Teachers are guided to explore waste issues in their surroundings and develop relevant lessons.
Dual-purpose approach
This approach serves a dual purpose: cultivating STEM habits of mind in students and demonstrating the seamless integration of innovative teaching methods into curricula. It highlights the essential role of teachers in fostering environmentally aware and problem-solving future generations, thereby shaping the future of waste management education.
Therefore, educators, policymakers and stakeholders must recognize the urgent need for educational transformation, prioritising environmental sustainability. The integration of waste management and environmental concerns into STEM curricula marks a pivotal shift, not just an enhancement of current methods.
Educators must lead this change such as by incorporating project-based learning, hands-on experiments and real-world problem-solving. This enriches learning and equips students with the skills to address their generation’s environmental challenges.
Policymakers are instrumental in enabling this shift through policy changes and increased funding for environmental education within STEM. Meanwhile, stakeholders, including educational bodies, the private sector and community organisations, should collaborate to offer resources and support.
This concerted effort is not merely a responsibility but a necessity for a sustainable future. The actions we take now will shape our planet’s health and future generations’ quality of life.
Let’s commit to this essential cause, working together toward a sustainable and prosperous future for all. — Jakarta Post/ANN
Sitti Maesuri Patahuddin is an associate professor in STEM Education at the University of Canberra. The views expressed here are the writer’s own.
