Challenged-Based Learning (CBL) focuses on engaging students in real-world problem-solving activities. This project aims to reduce plastic waste in the community by implementing CBL strategies. Students identify the pervasive issue of plastic pollution and its environmental impact. They then collaborate to research and design innovative solutions, such as promoting reusable alternatives, organizing community clean-up events, and developing educational campaigns on plastic reduction. Through hands-on activities and community involvement, students not only learn about the detrimental effects of plastic waste but also develop critical thinking, teamwork, and leadership skills. The project culminates in students presenting their findings and solutions, fostering a sense of responsibility and empowerment to drive sustainable change in their community. The following scenario is strongly linked to several SDGs (see below).

Linked to SDGs:
SDG 7: Affordable and Clean Energy
SDG 11: Sustainable Cities and Communities
SDG 12: Responsible Consumption and Production
SDG 13: Climate Action

General Information about the Project

⦁ Institutions Involved:

– VET providers: Leading the project and providing academic support.
– Local Government: Partnering to provide real-world challenges and data.
– Public Recycling Companies: Offering insights and practical challenges related to recycling.

⦁ Challenge Providers: Local Government & NGOs, Companies.

⦁ Number of Learners: At least 20 per VET team.

⦁ Learners: VET students from various disciplines including environmental management, climate protection and sustainability.

⦁ Duration: 4-5 months.

Defined Task of the Project/Challenge

Development and implementation of a sustainability plan to significantly reduce plastic waste in the community within a given period of time.

Objectives of the Project

The task of the project involves following objectives:

At the beginning there is an extensive literature research as well as guest lectures from environmental experts, and visits to local state of the art companies so that the VET students can dive deeply into the topic. Additionally, students engage in discussions about the environmental impact of plastic waste. They research the current state of plastic pollution locally and globally, its effects on wildlife and ecosystems, and existing solutions.
Identifying key sustainability challenges and opportunities.
Setting up a plan to reduce plastic waste in the community.
Exploring new innovative ideas of actions on different levels (decision makers, political level, innovative business ideas, ecological product design…).
Collaborating with stakeholders to implement and evaluate the proposed solutions.
Awareness raising of the problems concerning plastic waste in the community.

Challenge Description

Structure of the Challenging Case:

How can communities be made more sustainable regarding their plastic waste?
What are the current challenges faced by communities in terms of sustainability?
How can various concepts/solutions be used or implemented to reduce the plastic waste and therefore increase the sustainability of communities?

Guiding Questions:

What are the key factors and problems of plastic waste for the communities?
How can plastic waste reduction measurements be integrated in communities?
What are the best practices from other communities that can be applied to the community used in this case?

Connections between Challenge-Institution-Environment

Problems to be Solved:

Identifying the Root Causes: Students investigate the sources of plastic waste in their community. They might conduct surveys, interviews, and audits of local businesses and households.
Exploring Solutions: Students explore various solutions, such as recycling programs, alternative materials, and public awareness campaigns. They assess the feasibility, cost, and impact of these solutions.

Statement of Local Issues:

Stakeholder Engagement: Students identify and engage with key stakeholders, including local government, NGOs, companies and the community, to gather insights and support for their project.

Strategies of Problem Solving

Problem-Solving Strategies:

Students develop a detailed plan to reduce plastic waste in their community. This includes literature research, setting measurable goals, identifying stakeholders, and outlining the steps needed to implement their solution.
Engaging with stakeholders including local government, NGOs, companies and most of all the community.
Eco-Digitalization – Developing innovative solutions for reducing plastic waste in the community.
Reflection and Iteration.

Literature research and initial planning: To effectively address the complex challenges of reducing plastic waste in a community, learners will employ a multifaceted approach. Of course, the first step is to start with an extensive literature search in order to gain an overview of the topic. The VET students then develop a comprehensive plan to reduce the plastic waste in the respective community. This includes setting specific, measurable goals, identifying stakeholders, and outlining the steps needed to implement their solution.

Stakeholder Engagement: Stakeholder engagement is crucial in implementing Challenge-Based Learning Systems (CBLS). This approach ensures that diverse perspectives are considered, enhancing the relevance and impact of the solutions developed. Key stakeholders include local government, NGOs, companies and the community. By fostering collaboration among these stakeholders, CBLS for environmental awareness promotes the development of innovative, practical solutions that are socially, economically, and environmentally sustainable. Therefore, the VET students might organize community clean-up events, set up recycling stations, running educational workshops, or partnering with local businesses to reduce plastic packaging. This comprehensive approach not only reduces the plastic waste of the community but also serves as a model for sustainable practices in the broader society.

Innovative Solution Development: As innovation is at the project’s core, a multitude of original ideas will be established, and the learners will participate in various activities in which they will discuss the problems und possible solutions. The investigation of clever ways to employ plastic waste reduction within a community will be propelled by a sharp focus on technology.

Technology Integration and Eco-Digitalization: The foundation of contemporary plastic waste reduction scenarios are digital solutions. The reduction of plastic waste in the community will be addressed by the VET students through their exploration of the creation of cutting-edge digital platforms and applications. Artificial intelligence may can assist students in researching as well as optimizing their applications and outcomes.

Reflection and Iteration: Students monitor the progress of their initiative, collect data on its effectiveness, and adjust as needed. They reflect on what worked well and what could be improved.

Through the integration of these strategic approaches, students will not only generate creative solutions but also develop the abilities and understanding required to assume significant roles in the field of environmental awareness. Initiatives for education and community involvement will be launched concurrently in order to increase understanding, encourage behavior modification, and create a conducive atmosphere for elevating a community’s environmental awareness.

Phases of Problem Solving

Timeframes of Activities by months:

Month 1: Research and data collection.
Month 2: Development of solutions and prototypes.
Month 3: Reflection and Iteration.
Month 4: Presentation and implementation of final solutions.

Outcomes

Immediate Outcomes:

The current status of the community’s plastic waste is recorded and documented.
Prototypes and pilot projects demonstrating environmental awareness solutions.
Increased awareness and engagement from stakeholders and the community regarding plastic waste in the community.

Long-Term Outcomes:

Students develop a plan to sustain their efforts beyond the project phase. This might include establishing a student-led environmental club or creating partnerships with local organizations.
Students explore ways to expand their initiative to neighboring communities or schools, sharing their success stories and best practices.

Innovative Aspects:

Development of a detailed plan to reduce plastic waste in the community.
Use of digital tools and apps to determine the best and most sustainable solution for the use case of plastic waste reduction in the community.
Community engagement and awareness raising campaigns.

Impact of the Project

Owners of the Result:

Local Government and community
Involved companies and NGOs
VET providers

Related Outcomes:

Development of a detailed plan to reduce plastic waste in the community.
Establishing more sustainable communities through reduction of plastic waste in the communities.
Enhanced collaboration between local governments, NGOs, companies and the community.

Environmental Changes:

Reducing the negative environmental impact of plastic waste (e.g. microplastics in water and food, etc.).
Less plastic waste shipped from industrialized countries to poorer parts of the world, where it will not be properly recycled.

The project’s success will be measured by its contribution to a more environmentally friendly community. By fostering innovation, collaboration, and community engagement, the project aims to create a lasting impact on environmental awareness and pave the way for a more sustainable future.

Competences Gained Through the Project

By engaging students in a Challenge-Based Learning System focused on reducing plastic waste, they become active participants in solving real-world problems. This not only enhances their environmental awareness but also equips them with valuable skills for the future. Some of these skills are listed below.

Technical Skills:

Data Analysis and Visualization: Students will hone their skills in collecting, analyzing, and interpreting data on environmental awareness topics, such as plastic waste reduction. They will learn to use data visualization tools to effectively communicate findings.
Digital Literacy: Project activities will involve utilizing various digital tools and platforms, including social media, educational software, and potentially mobile app development. Students will gain proficiency in navigating the digital landscape and applying these tools for environmental awareness solutions.
Project Management: Participating in a collaborative project fosters project management skills such as planning, organization, task delegation, and meeting deadlines. Students will learn to manage their time effectively and collaborate productively within a team.

Problem-Solving and Critical Thinking:

Systems Thinking: The project requires analysis of the plastic waste problem as a whole, considering the interaction between different components. This fosters system thinking and the ability to identify root causes of problems.
Creative Problem-Solving: Students will be challenged to develop innovative solutions to environmental awareness challenges. Brainstorming techniques, design thinking methodologies, and user-centered approaches will be employed to encourage creative thinking and the generation of effective solutions.
Critical Evaluation: Throughout the project, students will be required to critically evaluate proposed solutions, consider their feasibility, and assess their potential impact on the community.

Communication and Collaboration:

Effective Communication: Students will need to communicate effectively with diverse audiences, including peers, stakeholders (local government, NGOs, companies), and the community. They will hone their written, verbal, and visual communication skills.
Teamwork and Collaboration: The project emphasizes collaborative learning, requiring students to work effectively within a team. They will learn to share ideas, manage conflict(s), and contribute to achieving common goals.
Stakeholder Engagement: The success of the project hinges on productive relationships with stakeholders. Students will develop skills in stakeholder identification, communication, and collaboration, understanding the importance of involving various players in the solution development process.

This comprehensive set of competencies will empower students to become future experts in environmental awareness solutions. They will be equipped to tackle complex problems, innovate solutions, collaborate effectively, and contribute to a more sustainable future.

Open Educational Resources (OERs)

References

Bennun, L., van Bochove, J., Ng, C., Fletcher, C., Wilson, D., Phair, N., Carbone, G. (2021). Biodiversity impacts associated to onshore wind power projects. Gland, Switzerland: IUCN and Cambridge, UK: The Biodiversity Consultancy.
Bennun, L., van Bochove, J., Ng, C., Fletcher, C., Wilson, D., Phair, N., Carbone, G. (2021). Biodiversity impacts associated to solar power projects. Gland, Switzerland: IUCN and Cambridge, UK: The Biodiversity Consultancy.
Bennun, L., van Bochove, J., Ng, C., Fletcher, C., Wilson, D., Phair, N., Carbone, G. (2021). Mitigating biodiversity impacts associated with solar and wind energy development. Guidelines for project developers. Gland, Switzerland: IUCN and Cambridge, UK: The Biodiversity Consultancy.
Lammerant, L., Laureysens, I. and Driesen, K. (2020) Potential impacts of solar, geothermal and ocean energy on habitats and species protected under the Birds and Habitats Directives. Final report under EC Contract ENV.D.3/SER/2017/0002 Project: “Reviewing and mitigating the impacts of renewable energy developments on habitats and species protected under the Birds and Habitats Directives”, Arcadis Belgium, Institute for European Environmental Policy, BirdLife International, NIRAS, Stella Consulting, Ecosystems Ltd, Brussels.
Commission Notice C(2020) 7730 final, Brussels 18.11.2020. Guidance document on wind energy developments and EU nature legislation. Arcadis Belgium nv/sa and NIRAS Ltd.
European Commission, Directorate-General for Environment, Guidance on energy transmission infrastructure and EU nature legislation, Publications Office of the European Union, 2018, https://data.europa.eu/doi/10.2779/827210
MITECO, 2022. Guía para la elaboración de estudios de impacto ambiental de proyectos de plantas solares fotovoltaicas y sus infraestructuras de evacuación (Guide for elaboration of EIAs of photovoltaics power plants).

Scenario 4: Environmental Awareness

Eco-Digithon – The competition for the Eco-Innovators in Spain

Eco-Digithon – The competition for the Eco-Innovators in Italy

Groups