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Managing Solid Waste In School Environment Through Composting Approach

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 Journal of Integrated Elementary Education
ISSN 2776-1657 (online), 2828-223X (printed)
Volume 3, Number 1, March 2023, Pages 34-57
Website: https://journal.walisongo.ac.id/index.php/jieed

Managing Solid Waste In School Environment Through Composting Approach

Kofi Nkonkonya Mpuangnan,1* Hlengiwe Romualda Mhlongo,2

Samantha Govender,3
1,2,3 University of Zululand
*Correspondence author: nkonkonya@gmail.com

DOI: https://doi.org/10.21580/jieed.v3i1.16003
Received: 19-02-2023, Revised: 17-03-2023,
Accepted: 18-03-2023, Published: 18-03-2023

Abstract
This study aimed at improving solid waste disposal in schools by using the
composting approach. The theory that underpinned this study was Reduce, Reuse,
and Recycle (3R) theory, while the necessary data were gathered by using a
synthesis and integration approach. The following three research questions were
framed to guide the conduct of the study: How important is solid waste management
in schools? What pedagogical techniques are most effective for promoting
environmental sustainability by teaching composting in schools? What are the
challenges involved in the composting process at school? The synthesis and
integration approach assisted in integrating concepts from different sources and
synthesizing those concepts to create a comprehensive and cogent argument in
accordance with emerging themes. It was discovered that solid waste management
in schools was particularly crucial since schools produced a lot of rubbish and that
waste may affect the environment negatively. Composting is essential to improve
school solid waste because it enhances soil health, decreases waste, and encourages
sustainable agricultural methods. Three pedagogical techniques that could be
utilized to facilitate the teaching and learning of composting in schools have evolved
based on the theoretical framework and the literature provided. Project-based
learning (PBL), hands-on learning, and inquiry-based learning were some of the new
pedagogical strategies. However, some of the challenges with the composting
process were identified as follows: difficulty in regulating the moisture level of the
compost, keeping the proper balance of carbon and nitrogen in the compost pile, and
inability to educate students and staff about the composting process.
Keywords: solid waste, management, composting, school environment,
pedagogical practices, and sanitation

Copyright to the author. All content in this journal is licensed under a Creative
Commons Attribution-ShareAlike 4.0 International License.
 35

INTRODUCTION
Effective management of solid waste in schools is an urgent concern that demands
immediate attention. Over time, the discourse surrounding solid waste has intensified due
to population growth and increased human activity. Improper disposal of solid waste,
particularly in developing countries, has led to indiscriminate waste disposal practices
that harm the environment (James, 2016). Inadequate waste management, such as using
poorly designed or operated open dumps and landfills, contributes to existing water and
air pollution (National Association of Secondary School Principals (NASSP), 1974).
Consequently, governments worldwide have allocated resources to raise awareness
among communities and households about proper waste disposal (UNICEF & WHO,
2020). Efficient management of solid waste in schools can enhance sanitation, improve
access to education, and facilitate effective teaching and learning (UNICEF & WHO,
2018).
According to Sustainable Development Goal 6, which aims to ensure the
availability and sustainable management of water and sanitation for all, access to clean
water, adequate sanitation, and personal hygiene should be provided to every individual
by 2030. This goal emphasizes the importance of addressing sanitation concerns not only
within communities and households but also within schools. To align with the principles
and objectives of SDG 6, waste management facilities, especially in schools and public
areas, should be established to enhance sanitation. Upgrading school facilities is essential
to implementing and reinforcing waste management practices and fostering a healthy
learning environment. Improved school facilities create an enriched learning space where
students develop skills, knowledge, culture, and identity (Marques & Xavier, 2020).
Moreover, they cultivate a friendly atmosphere conducive to understanding various
aspects of the natural world and the environmental impact of human activities. By
supporting students' new attitudes and ideals, schools can contribute to creating a vibrant
society in addition to their academic endeavors (Avivah et al., 2022).
Many schools in Sub-Saharan Africa, as well as Eastern and South-Eastern Asia,
lack basic sanitation provisions (UNICEF & WHO, 2018). It is evident that students often
leave their surroundings littered with trash, including plastic, paper, and food scraps.
According to UNESCO (2015), waste management can be effectively achieved through
teamwork, with students playing a crucial role as future leaders. They need to actively
engage in and be educated about sanitation issues in their communities and educational
institutions, inspiring them to take action. Implementing sanitation measures in schools
would not only improve students' health but also enhance enrollment rates (Bowen et al.,
2007). Considering the unique organizational structures of schools, a composting
approach has been identified as a potential solution. By conceptualizing composting
methods tailored to schools, the littering of solid waste can be minimized, sanitation can
be improved, and the environment can be safeguarded for future generations. This
conceptual approach to composting has the potential to reshape students' behaviors

Managing Solid Waste In School Environment Through Composting Approach | Mpuangnan

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regarding solid waste management, fostering a sense of responsibility while promoting a

sustainable environment.
1. Theoretical framework
The theory that underpinned this study was the theory of Reduce, Reuse, and
Recycle (3R). This theory emerged from the environmental movement and has been
promoted by various organizations, governments, and individuals over time (United
Nations Environment Programme [UNEP], 2018). The 3R is a useful framework that can
be followed in managing solid waste in the school environment (National Environment
Agency [NEA], 2017). The details of the 3R theory are presented in Figure 1 as follows.

Reduce

Reuse

Recycle

Figure 1: Reduce, Reuse, and Recycle (3R)

Reduce:
The initial phase of the 3R theory is the reduction of waste generation. Several
reduction waste strategies can be adopted by schools managements for the
accomplishment of this goal. Some of the strategies include;
i. Source Reduction: The goal of source reduction is to reduce the quantity of trash
produced at the source. Schools may encourage staff and students to consume
responsibly, use fewer single-use items, and use less packaging. For instance,
schools may encourage the use of reusable water bottles rather than single-use
plastic ones.
ii. Paperless Practices: Schools can decrease their use of paper by using digital
platforms for communication, assignments, and administrative chores. The
amount of paper used and the amount of waste produced can both be considerably
decreased by using electronic documents and internet platforms.
iii. Conscious Purchasing: Schools can choose sustainable procurement methods by
choosing products with little packaging and green features. Purchasing in bulk and
picking durable goods can both help reduce solid waste in any environment.

Journal of Integrated Elementary Education, Volume 3, Number 1, (2023) March | Page: 34-57
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Reuse:
The second component of the 3R principle is Reuse if possible. Schools can reduce
waste and the demand for new resources by extending the life of their equipment and
materials. The following are some strategies for encouraging reuse:
i. Donation and Exchange Programs: Schools can conduct exchange programs
where students and teachers can swap items they no longer need. This can include
books, stationery, uniforms, electronics, and other usable items. By facilitating the
reuse of these items, schools may prevent them from ending up in landfills.
ii. Creative Projects: Encourage creative projects that involve reusing materials as a
means of promoting reuse. Students may be assigned projects involving the
repurposing of materials such as cardboard, plastic bottles, or old newspapers.
This encourages creativity and an appreciation for reusing materials.
iii. Repair and Maintenance: Instead of throwing away broken or damaged items,
schools can implement repair and maintenance programs. Repairing furniture,
electronics, and other items can help them last longer and lessen the need for
replacements.
Recycle:
The third element of the 3R theory is recycling. Recycling includes turning trash
into fresh products, which lowers the demand for raw materials. The following strategies
can be used in schools to encourage recycling:
i. Recycling Bins and Programs: Recycling bins with visible labels should be placed
all around a school's compound, including the classrooms, halls, and outdoor
spaces. Different recyclable items, such as paper, plastic, glass, and aluminum,
should each have their own bin. Schools can also start recycling initiatives in
association with neighborhood recycling facilities or waste management
organizations.
ii. Awareness and Education: It is vital to educate students, instructors, and staff
members about the value of recycling. In order to inform the school community
about correct recycling procedures and the environmental advantages of
recycling, schools might arrange workshops, seminars, and educational
campaigns.
iii. Partnership with Recycling Companies: To encourage recycling, schools can
work with nearby recycling businesses or groups to set up collection stations or
schedule recurring garbage pickups from the school grounds.
It can be established that the 3R approach encourages sustainable activities by
placing a strong emphasis on lowering waste production, reusing materials, and recycling
resources. Schools may dramatically reduce their environmental risks and help create a
more sustainable future by putting the 3R principle into practice.
2. Conceptual Framework
This study was conceptualized based on emerging themes such as; the need for
solid waste management, composting as a tool for solid waste management, and the
challenges involved in composting. The details of the review are presented as follows.

Managing Solid Waste In School Environment Through Composting Approach | Mpuangnan

38

a. Meaning of Composting
Composting has been defined in several ways by various writers, simplifying the
concept for academics. NASSP (1974) defined composting as the biochemical breakdown
of waste organic material into an inert, humus-like substance, including food, paper, and
plant materials (leaves, grass clippings). According to Mengistu et al. (2017), composting
entails the controlled breakdown of biodegradable organic matter by microbes. During
this process, the organic material goes through a high-temperature stage that allows for
the refining of the waste by removing pathogenic microorganisms. The United States
Environmental Protection Agency (2016) has established that composting is an eco-
friendly practice that can be incorporated in schools as a means of waste reduction and
soil enrichment. According to the Composting Council (2021), the composting process
involves collecting food scraps and other organic materials, such as leaves and twigs, and
placing them in the compost bin. Over time, the materials decompose, and the resulting
compost can be used as a natural fertilizer for gardens and plants. This requires minimal
technological investment since it uses bio-oxidation to convert organic waste into usable
organic matter. This process is good for enhancing soil quality for plant growth by
regulating aeration, water status, and micro- and macronutrients.
Fecal sludge, for example, which is available in a school setting, has a high
moisture content but a low carbon-nitrogen ratio, making it suitable for co-composting
with other organic wastes like sawdust. Hence, co-composting is viewed as one of the
waste treatment processes in which several waste kinds are processed (composted)
together (WASH, 2016). Co-composting can be cited as a good example of a solid waste
management technique for trash disposal and resource recovery (Latifah et al., 2015). For
instance, composting feces and grass is useful because the two waste products
complement one another well. For instance, feces have a high nitrogen concentration with
a good amount of moisture, while organic or carbon nutrients can be found in the grass
as well as good bulking qualities. Also, both wastes can be combined to create a valuable
product, and the right combination of the two wastes guarantees the best carbon-nitrogen
ratio to speed up the biodegradation process (Latifah et al., 2015).
b. Types of composting
Anaerobic composting: Anaerobic composting is the decomposition of
biodegradable organic material without oxygen, releasing end products such as methane
(CH4) and hydrogen sulfide (H2S) (Chan et al., 2011). However, the anaerobic
breakdown of organic materials is frequently accompanied by the production of
obnoxious fumes like indol and skatol. This type of composting requires little to no labor,
but it usually takes a long time for the pile to mature, and it doesn't provide enough heat
to properly destroy diseases and weed seeds. The soluble and easily degradable chemicals
are broken down by mesophilic bacteria during the process, which typically occurs at
temperatures between 8 oC and 45 oC.
Vermi-Composting: This refers to employing red worms to decompose organic
waste (Camila, 2013). These specialist worms require their weight in organic material

Journal of Integrated Elementary Education, Volume 3, Number 1, (2023) March | Page: 34-57
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each day to survive. Castings, the substance that passes through the worms' bodies, can
have five times the nitrogen, seven times the phosphorus, and eleven times the potassium
of regular soil. For these worms to function properly, considerable attention must be
taken. They function between 16 °C and 25 °C and are light-sensitive.
Aerobic composting: This is the process through which facultative aerobic
organisms, primarily thermophilic, use a significant amount of oxygen to break down
organic materials into relatively stable humus material under favorable climatic
conditions (Chan et al., 2011). It is the commonly accepted method of stabilizing organic
wastes and turning them into a useful, value-added compost product since it is the fastest
way to produce high-quality compost. Higher temperatures (over 60 oC) can be achieved
during this process, and the process also involves mesophilic and thermophilic
microorganisms. According to research, this aerated thermophilic composting method
can effectively inactivate pathogens. It creates a well-composted substance and has been
proven to be a valuable and effective soil conditioner.
c. Composting processes
The composting processes, as cited in Li et al. (2020), and Raza et al. (2019), are
presented as follows.
1) Collection: Organic waste materials such as food scraps, yard trimmings, and
paper products are collected and mixed together.
2) Preparation: The organic materials are prepared for composting by shredding or
chopping them into smaller pieces.
3) Layering: The organic materials are layered in a compost bin or pile. The layers
should be a mix of "brown" materials such as dry leaves, shredded paper, or straw,
and "green" materials such as fruit and vegetable scraps, grass clippings, or coffee
grounds.
4) Moisture: The compost pile should be kept moist but not too wet. If the pile is too
dry, it will not decompose properly. If it is too wet, it can become anaerobic and
start to smell.
5) Turning: The compost pile should be turned regularly to aerate it and mix the
materials together. This helps to speed up the decomposition process.
6) Temperature: As the organic materials decompose, the temperature in the
compost pile will rise. It is important to monitor the temperature to ensure that it
stays between 120-160 degrees Fahrenheit. This temperature range will kill weed
seeds and pathogens and break down the organic materials quickly.
7) Curing: The finished compost is left to sit and mature, allowing for the
decomposition process to stabilize and the compost to become fully "cooked".
During curing, any remaining organic matter that has not yet broken down
completely will continue to decompose, and the compost will become more
homogeneous in texture and appearance.
8) Screening: the process of separating the finished compost from any remaining
large, undecomposed materials such as sticks, rocks, and other debris. This is
usually done using a screen or mesh with small holes that allow the compost to
pass through but retain the larger materials.

Managing Solid Waste In School Environment Through Composting Approach | Mpuangnan

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9) Maturation: After several months, the compost will mature and become finished
by turning a dark, crumbly, nutrient-rich soil amendment. It can be used in
gardens, flower beds, or as a top dressing for lawns.
The basic steps involved in the composting process are further illustrated in the
Figure 2.

Finished
Compost

Figure 2: Composting process

It can be seen from Figure 2 that raw waste is first shredded to increase the surface
area for decomposition. The waste is then mixed with other organic materials and
moistened to create the right conditions for decomposition. Oxygen is added through
aeration to encourage the growth of aerobic bacteria. The organic matter breaks down
into smaller particles and eventually turns into finished compost through curing and
screening.
d. Composting approach
There are many different composting strategies, each with benefits and
drawbacks. As a result, the researchers are of the opinion that the selection of the approach
would be based on the aims of a given project. Some of the composting approaches cited
in Ayilara et al. (2020) are presented as follows.

Journal of Integrated Elementary Education, Volume 3, Number 1, (2023) March | Page: 34-57
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The Indian composting approach: Bangalore, India, is where the Indian

composting strategy was devised (Ayilara et al., 2020). This method involves excavating
trenches that are about one meter deep and layering organic waste and night soil
alternately (Misra et al., 2003). Finally, a 15 to 20-cm thick layer of rubbish has been
piled over the pit. The materials are kept in the pit for three months without being rotated
or irrigated. To decrease moisture loss and flies' growth, the volume of materials is
lowered during this time, and more night soil and garbage are poured on top in alternate
layers and covered with mud or dirt. The final output from this form of composting takes
between six and eight months to produce (Misra et al., 2003). It is possible to advise using
this method for composting night soil and waste, even though it is time consuming and
costly to maintain.
Vessel Composting: This refers to composting inside a container, structure, or
other enclosed space. To speed up the composting process, this strategy relies on a range
of forced aeration and mechanical rotation approaches (Gonawala & Jardosh, 2018). The
vessel composting method can be labor- and money-intensive.
Windrow Composting: When windrow composting is being done, the raw
materials are placed in long, thin stacks or windrows that are regularly turned. Aeration
of the setup is made possible by the materials' mixing. For solid materials like manure, a
conventional windrow composting setup should start at the height of 3 feet, and for fluffy
materials like leaves, it should start at a height of 12 feet (Gonawala & Jardosh, 2018).
Although it is expensive and difficult to support, it retains heat quickly.
Vermicomposting: This method uses earthworms to decompose biodegradable
organic materials (Gonawala & Jardosh, 2018). By eating them, earthworms can
practically decompose every type of organic material. They are allowed to eat their body
weight each day. For instance, 0.1-kilogram earthworms can consume 0.1 kilograms of
waste every day. The worms' excretions, known as "castings," are nitrate-rich and contain
accessible forms of phosphorus, potassium, calcium, and magnesium, all of which
increase soil fertility. (Bhat, 2018). The growth of bacteria and actinomycetes is
facilitated by the presence of earthworms in the soil.
Sheet Composting: Sheet composting makes use of decomposed organic matter
without the use of a composting pile. In this method, organic elements such as leaves,
garden debris, grass clippings, weeds, and vegetation are thinly scattered directly into the
soil as mulch. Instead of a heap or container, organic wastes are tilled into the ground
with a hoe, spade, or garden fork and left to decay. One or more layers of organic
material(s) are placed over the growth area, watered thoroughly, and allowed to
decompose until planting time. More organic ingredients are added to the lower layers,
which degrade completely (Misra et al., 2003). This approach is simple and inexpensive.
Static Composting: This is a common composting procedure in which trash is
aerobically degraded using passive aeration (small and infrequent turnings or static
aerations such as perforated poles or pipes). This process takes time. However, it is a
simple way of composting with low operational and capital costs as compared to

Managing Solid Waste In School Environment Through Composting Approach | Mpuangnan

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vermicomposting, windrow composting, vessel composting, and Indian Bangalore

composting. This approach requires merely the creation of a pile of raw materials and
requires little effort and equipment. The passive passage of air through the pile, which
slowly destroys the organic waste, is the primary source of aeration (Gonawala & Jardosh,
2018).
Berkley Rapid Composting: This approach expedites the composting process,
especially when the compost material is between 0.5 and 1.5 inches in size (Ayilara et al.,
2020). Because soft, succulent tissues disintegrate quickly, they do not need to be cut
into very small pieces. To improve decomposition, the harder the tissues, the smaller they
must be sliced. Nothing should be added to a pile once it is started since it takes a certain
amount of time for the initial components to break down, and everything added needs to
start from the beginning breakdown stage, increasing the decomposition period for the
entire pile (Misra et al., 2003).
e. Factors Affecting Composting
Compost stability and maturity are crucial components of the composting process.
Environmental elements, including temperature, moisture content, pH, and aeration,
should be properly maintained for compost to mature. Elements like the carbon-nitrogen
ratio, particle size, and nutrient content are also crucial determinants of compost quality
(Ayilara et al., 2020).
Temperature: Based on temperature gradients and the effects of different
temperatures on different microorganisms, four major microbiological phases erupted as
follows.
➢ The mesophilic phase
➢ The thermophilic phase
➢ The cooling phase
➢ The maturation phase
The microbial breakdown of organic matter at mesophilic temperatures starts the
composting process. Vigorous respiration raises the temperature in the pile to a level that
mesophiles cannot survive in, but thermophiles can (Lin et al., 2018). The diversity of
species is also thought to be declining as a result of this shift. Spore formers (Bacillus
spp.) are the predominant bacteria in the thermophilic phase, but thermophilic fungi have
also been discovered (Lin et al., 2018).
In general, one of the most crucial factors in the composting process is
temperature. The temperature should be higher than 55 °C for at least two weeks during
the composting process to improve the elimination of non-spore-producing pathogens,
such as Salmonella and E. coli (Han et al., 2014). The oxidation of organic particles
during composting raises the temperature. The pace of metabolic activity, the degree of
oxidation, and the rate of heat transmission from the composting material all affect how
much the temperature rises.
Oxygen (aeration): The primary process of composting is the biological oxidation
of recently created organic waste materials by microbial metabolism into a stable organic

Journal of Integrated Elementary Education, Volume 3, Number 1, (2023) March | Page: 34-57
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residue. The majority of organisms that degrade organic matter are aerobic, which means
they require oxygen to exist. Heat, microbial biomass, carbon dioxide, and water are all
created throughout the process. Because aerobic decomposition is the recommended
method for composting (Diaz et al., 2002), oxygen availability in the compost heap is
critical. Some functions of aeration in composting are the following.
➢ Aeration supports aerobic metabolism.
➢ It controls temperature.
➢ It removes moisture as well as carbon dioxide and other gases.
According to Nduka and Nwankwoala (2018), insufficient aeration encourages
the growth of anaerobic zones and the production of unpleasant odors. However,
excessive aeration suppresses microbial activity due to reduced moisture and
accompanying cooling. It is recommended that the oxygen concentration of the
circulating air in windrows not drop 18% below. However, there aren't many
experimental studies to back up this recommendation (Nduka & Nwankwoala, 2018).
Forced aeration, physical rotating of the mass, and natural convection are the three
primary aeration methods that deliver oxygen during composting. However, depending
on the initial composting material utilized, the ideal rotation frequency may vary.
Moisture Content: The composting pile's moisture content is a significant
environmental variable because it serves as a conduit for transporting dissolved nutrients
necessary for microorganisms' physiological and metabolic processes (Kumar et al.,
2010). Very low moisture content levels would result in early dryness during composting,
which would halt the biological process and produce composts that were physically stable
but biologically unstable (Han et al., 2014). On the other side, excessive moisture may
result in water buildup that will cause anaerobic conditions and stop the composting
process. The majority of materials may be composted most efficiently when their
moisture content is between 50% and 70%; however, some materials can be composted
more successfully when their moisture content is between 25% and 80% on a wet basis
(Han et al., 2014). The moisture content of compost is impacted differently by the porosity
of the reactor feed, open-air area, aeration, temperature, and other pertinent physical
factors. In this instance, moisture refers to the weight loss that occurs after the sample has
been dried to a constant weight at 105 °C for 24 hours. Bacterial metabolic activity is
dramatically decreased when the moisture content drops below 40%. Since oxygen
maintenance is not a problem when anaerobic composting is used, the maximum moisture
content is less significant. Even though the composting process first generates high
temperatures lasting a few days for the eradication of harmful organisms, the ideal
moisture content for maximum oxygen consumption rates has been characterized as being
between 50 and 70%, depending on the nature of the composting materials (Diaz et al.,
2002).
pH: For the majority of biological processes in composting, a pH range between
5.5 and 8.0 standard pH Units is ideal (Kikuchi, 2004). While fungi prefer an acidic pH
range, bacteria function best at a pH that is close to neutral. Ammonia gas may be

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produced at high pH levels, which can have negative effects on odor, microbial population
growth, and compost product quality. Extreme pH has a direct impact on microbial
activity and, more specifically, microbial enzymes, which in turn has an impact on the
composting process. The development of the humus boosts the pH-buffering capacity.
Carbon-Nitrogen Ratio (C/N): The presence of carbon and nitrogen impacts how
organic matter decomposes. The carbon-nitrogen ratio shows how much of each element
is present in another (Kumar et al., 2010). Carbon-nitrogen ratios between 25 and 30 are
ideal for the microbial degradation of organic material in composting processes. In other
words, there should be 25 to 30 parts carbon to 1 part nitrogen in the materials piled up.
This range of the carbon-nitrogen ratio is often in line with what has been found for
agricultural soils. Raw sawdust has a carbon-nitrogen ratio of 511, while night soil has a
carbon-nitrogen ratio of 6 to 10 (6-10). When the C/N ratio is low, as it is in night soil,
the microbiological breakdown produces excess ammonia, which elevates the pH and
promotes ammonia volatilization. If the carbon-nitrogen ratio is too high, the process
becomes nitrogen limited. A pile with too much carbon will decay too slowly, whereas a
pile with too much nitrogen may emit an odor. Carbon combines with nitrogen to form
cell protoplasm, which provides energy to bacteria. As a result, carbon is more important
than nitrogen. Nitrogen deficit can also cause substantial organic acid production from
carbonaceous waste, which lowers pH and slows microbial activity while also limiting
growth and biomass. During the composting process, the C/N ratio fluctuates due to the
loss of carbon as carbon dioxide during microbial respiration.
Particle Size Decomposition: Several bulking ingredients have been utilized
during the composting process. Fibrous carbonaceous materials with low moisture
content are often used as bulking materials (Miner et al., 2001). These components, which
are often dry, aid in keeping compost aerated. There are many different kinds of bulking
materials, such as sawdust, wood shavings, rice husk, coconut fruit fiber, maize cob, dried
grass, hay, or straw, organic solid waste, and many more. Bulking materials typically
utilized in composting operations include sawdust, straw, peat, rice hulls, cotton gin trash,
manure, discard fractions, yard wastes, wood chips, and a range of other wastes.
Similarly, materials that can be composted include fecal (sewage) sludge, industrial
wastes (such as food, pulp, and paper), yard and garden wastes, municipal solid wastes
(up to 70% organic matter by weight), soft pruning, clippings, and leaves, kitchen waste
like fruit peelings, egg shells, and paper that has been shredded, mixed with grass cuttings,
and used sparingly. Fecal sludge can be raised in pH by adding inorganic elements like
lime or ash to aid composting. Bulking materials' relatively smaller particles have more
surface area for soil organisms to work on. Generally, raw materials will turn into compost
more quickly, the smaller the particle size.

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3. Research questions
The study seeks to find answers to the following questions.
1) How important is solid waste management in schools?
2) What are the effective pedagogical practices for teaching composting in schools
to ensure environmental sustainability?
3) What are the challenges involved in the composting process in schools?

METHODOLOGY
The researchers adopted the synthesis and integration approach to conduct
this study. This is a dynamic approach that involves synthesizing and integrating
ideas from diverse sources in order to construct a cohesive and extensive argument.
The synthesis and integration approach was essential for connecting relevant ideas
and concepts to form a comprehensive understanding of the subject matter
(Creswell, 2014). The researchers identified connections between the various
themes that emerged across the literature. To apply this approach, the researchers
gathered information from various sources such as; academic journals, conference
proceedings, reports, and relevant online resources like Eric and Google Scholar by
using the keywords as follows; solid-waste, management, composting, school
environment, pedagogical practices, and sanitation.
The search aligned with the eight steps of the synthesis and integration
approach outlined in Creswell 2014. In step 1; research questions were formulated
to guide the synthesis and integration approach, In step 2; a decision was taken on
the framework for synthesizing and integrating the research findings. This involved
identifying key themes, concepts, or categories that would help organize the data,
step 3; a comprehensive search, was done to locate relevant studies and literature
that addressed the research question. This involved using appropriate databases, as
mentioned above, and the library, step 4; the quality and relevance of the identified
studies were assessed, and further selection studies that met the inclusion criteria
and provided valuable insights into the research problem, step 5; to extract relevant
data from the selected studies, a data extraction form was used to capture key
information, step 6; the researchers further looked for similarities, differences, and
relationships among the findings to develop a comprehensive synthesis, step 7; the
findings from different studies were integrated to create a coherent and
comprehensive understanding of the research problem, step 8; the synthesis
findings were presented in a clear and organized manner.

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FINDING AND DISCUSSION

1. Need for solid waste management in school
Solid waste management is a critical aspect of environmental protection and
public health. It was found that the management of solid waste in schools is particularly
important because schools generate a large amount of waste, and the waste could pose a
negative environmental effect. Sahu and Khatua (2021) agreed that schools generate
significant amounts of waste, including food waste, paper, plastics, and other materials.
Improper management of this waste can have detrimental effects on the environment and
human health. Furthermore, solid waste can attract pests and rodents, leading to
unhygienic conditions in the school environment. Therefore, proper management of solid
waste in schools is essential to ensure a healthy and safe learning environment. Moreover,
solid waste management in schools can also promote environmental awareness and
education among students. According to Guneysu and Emgin (2021), effective solid
waste management practices in schools can lead to a more sustainable future by reducing
waste and promoting recycling and composting. Additionally, teaching students about
waste management can instill in them an understanding of the importance of
environmental conservation. Several studies have highlighted the benefits of
implementing solid waste management programs in schools. For instance, in their study,
Mehta et al. (2020) found that implementing a waste management program in schools not
only reduced waste generation but also led to a decrease in greenhouse gas emissions.
Similarly, Gupta et al. (2021) found that implementing a solid waste management
program in schools led to a significant reduction in waste generation and improved the
overall cleanliness of the school environment.
Kumar and Samadder (2019) argued that low-income countries must implement
sustainable and innovative solid waste management practices, such as community-based
waste management and public-private partnerships, to achieve sustainable development.
In support of this, Purnomo and Sasongko (2020) found that waste-to-energy conversion
can significantly reduce the volume of waste and generate renewable energy. However,
the technology must be integrated with other waste management practices to achieve
sustainable waste management. Chiemchaisri et al. (2021) suggest that the Indonesian
government needs to strengthen its policy implementation and engage with stakeholders
to achieve sustainable waste management. A similar finding was arrived at by Wambu
and Oyaro (2020) in China, highlighting the need to adopt a circular economy approach
to solid waste management to minimize waste generation and promote resource recovery.

2. Pedagogical practices of teaching composting in school

Based on the theoretical framework and the existing literature presented above,
pedagogical practices for teaching composting in school could emerge to facilitate the
teaching and learning of composting. One such approach was Project-based learning
(PBL). The PBL was investigated by Shah and Qureshi (2021) as a method of teaching
composting to high school learners in India. The researchers discovered that this strategy

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was successful in fostering students' interest in environmental issues as well as their

knowledge and understanding of composting. Bhowmik et al. (2020) added that learners
in the PBL group had considerably higher levels of knowledge, positive attitudes, and
real composting habits compared to the pupils receiving standard training. Ma et al.'s
(2019) supported that the PBL group had significantly higher levels of composting
understanding and more optimistic environmental attitudes compared to the control
group. According to Khairuddin et al. (2020), the PBL group had much greater levels of
critical thinking and problem-solving skills than the group receiving traditional education.
Therefore, PBL could be adapted to teaching learners in school.
Hands-on learning is another pedagogical strategy that could be extracted for
teaching composting in schools. In Australia, Williams, Raine, and Knox (2017) taught
composting to elementary school children using a practical method. The researchers
discovered that this strategy was successful in boosting composting understanding and in
fostering favorable attitudes toward the environment. According to Bennett & Hogarth
(2009), many students find that learning by doing is more effective since it enables them
to put their theoretical understanding into practice. Another study supports the idea that
practical teaching methods might encourage pupils to have a sense of accountability and
ownership. Students are more likely to take an active interest in the environment and the
effects of their behaviors on it if they are participating in the composting process (Lynch
& Cortese, 2010). Reddy and Ghosh (2018) establish that hands-on activities give
students a chance to think critically and hone their problem-solving abilities in this
context. A hands-on approach, however, might not be practical for many students or
settings. For instance, urban students might not have access to outside space for
composting, or students with disabilities can find the physical demands of composting
challenging (Kirschner et al., 2006).
Furthermore, Inquiry-based learning emerged as a pedagogical approach to
teaching composting. Middle school students in the United States participated in inquiry-
based learning activities connected to composting as part of a study by Adedokun and
Parker (2018). The researchers discovered that this strategy was successful in raising
composting understanding and in boosting students' interest in environmental education.
According to Gerber et al. (2019), IBL was used to instruct middle school pupils on
composting, and found that the participants expressed a higher sense of ownership and
engagement in the learning process. Brevik et al. (2014) concurred that the IBL method
proved successful in transforming students' perspectives on composting and their capacity
to apply composting principles to practical situations. Ahmed et al. (2018) concluded
that the IBL technique was successful in enhancing students' comprehension of
composting and their capacity to apply composting concepts in daily life. They utilized
IBL to teach composting to primary school pupils.

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3. Challenges involved in composting

The benefits of composting have been widely studied, and research consistently
shows that composting can help to reduce waste, improve soil health, and support
sustainable agriculture practices. One study published in the Journal of Environmental
Management found that composting can help to divert significant amounts of waste from
landfills, thereby reducing greenhouse gas emissions and conserving natural resources
(Bernal-Barragánet al., 2019). Another study published in the journal Agronomy
demonstrated that compost can improve soil fertility and increase crop yields, making it
a valuable tool for sustainable agriculture (Goyal & Dhull, 2017). Other research has
focused on the environmental benefits of composting, such as its ability to reduce water
pollution and support biodiversity (Tambone et al., 2010). For example, a study published
in the Journal of Applied Ecology found that composting can increase the diversity and
abundance of soil organisms, which in turn can help to support healthy ecosystems
(Macdonald & Farrel, 2019). It can be learned that Composting process is an
environmentally friendly and cost-effective way to manage organic waste, and it can also
reduce the amount of waste that goes to landfills. However, there are several challenges
involved in composting that can make the process difficult. One of the challenges was the
difficulty in maintaining the right balance of carbon and nitrogen in the compost pile
(United et al. Agency, 2021). Carbon-rich materials, such as leaves and wood chips, are
necessary to structure the pile. In contrast, nitrogen-rich materials, such as food waste and
grass clippings, are necessary for providing the microorganisms that break down the
materials. If the balance is off, the compost may take longer to break down or produce an
unpleasant odor.
Another challenge is managing the moisture content of the compost pile
(Macdonald & Farrell, 2019). Compost must be moist but not too wet, as excess moisture
can lead to anaerobic conditions that produce a foul odor. On the other hand, if the
compost is too dry, it will not break down as quickly. Temperature control is also
important in composting. The pile needs to reach a certain temperature in order for the
microorganisms to break down the materials effectively. However, if the temperature gets
too high, it can kill beneficial microorganisms and slow down the composting process.
According to Composting Council Research and Education Foundation. (n.d.),
Composting can attract pests, such as rodents and flies, which can be a nuisance and a
health hazard. Proper management of the compost pile, including regular turning and
covering, can help deter pests.
One of the challenges in implementing a successful composting program in school
is educating students and staff about the composting process and how to properly manage
the compost (United et al. Agency, 2018). This includes teaching them about what can
and cannot be composted, how to maintain the right balance of nitrogen and carbon, and
how to properly turn and aerate the compost pile. Another challenge is finding a suitable
location for the composting program (NYC et al., 2016). The composting area should be
easily accessible yet far enough away from buildings and high-traffic areas to avoid

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unpleasant odors and attract pests. Maintaining a consistent supply of organic waste can
also be a challenge, especially during school breaks and holidays when there are fewer
people on campus (Stop Waste, 2014). However, this can be addressed by encouraging
students and staff to bring in their own food scraps and yard waste from home, as well as
partnering with local businesses or community gardens to receive organic waste. Finally,
managing the composting program requires ongoing maintenance and monitoring. This
includes regularly turning and aerating the compost, monitoring the moisture levels, and
addressing any issues with pests or odors.
CONCLUSION
This study introduces an innovative approach to address solid waste management
in school environments through the practice of composting. Built upon the principles of
Reduce, Reuse, and Recycle (3R), the researchers developed a concept that not only
improves sanitation but also fosters environmental consciousness among students. By
delving into the depths of composting, students can gain profound knowledge and
understanding, which in turn contributes to the reduction of solid waste in educational
settings. This composting initiative offers a win-win solution, effectively tackling waste
management challenges while simultaneously instilling a sense of environmental
responsibility.
Schools adopting composting practices become exemplars of sustainability,
serving as role models for the wider community. Their efforts not only manage solid
waste effectively but also contribute to building a greener, more environmentally
conscious future. This composting approach enables future leaders, the learners
themselves, to comprehend the vast scope and impact of human activities on the
environment. By empowering students to champion waste reduction and recycling, they
become active participants in the fight against improper waste disposal.
Implementing a composting approach for solid waste management in schools
proves to be highly effective and sustainable, offering a multitude of benefits. The
advantages extend beyond the school community and encompass the environment as a
whole. However, the successful implementation of such a program necessitates careful
planning and ongoing maintenance. Adequate infrastructure, including compost bins and
designated collection areas, must be provided, accompanied by clear guidelines for waste
segregation. Furthermore, regular monitoring and comprehensive training for staff and
students are crucial to ensure the program's long-term success and sustainability.
Recommendations from the results of this study are as follows.
1) Waste bins should be provided in schools with different labels to help collect and
separate waste material according to its respective forms like; plastic, glass, paper,
liquid, and metal. For the sake of the metal, screening magnets can be used to
automatically separate the mixed material.
2) Schools should be provided with the necessary machines and equipment to
facilitate composting process. For example, machines and equipment such as

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pellet mills and silos are required in schools for grinding, sieving, and de-stoning
during composting.
3) Sensitization programs should be organized periodically in schools to educate
staff and learners about waste management. In such programs, learners will be
educated about sanitation and how to maintain it for healthy living.
4) When developing a school curriculum, solid waste management should be
incorporated, and be given a practical lesson. In this way, both the teachers and
the learners will handle it with extra energy to achieve the intended goal.
5) There is a need for management to build a strong school-community relationship
for the exchange of resources. Most of the communities have resources, either
human or material, needed for composting in schools. By establishing such a
healthy relationship with the communities, their support could be sought.
6) School management should encourage the use of composted material for
gardening and other school projects, which can serve as a hands-on learning
opportunity for students.

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