ABSTRACT

 This study investigates the impact of place-based education (PBE) on the knowledge and attitude towards waste segregation among students at the University of Benin. Recognizing the pressing environmental challenges associated with improper waste management, this research explores the efficacy of integrating local environmental contexts into educational practices to foster sustainable behaviors.

 A quasi-experimental design was employed, involving a pre-test, intervention, and post-test, to assess changes in knowledge and attitude following a PBE intervention focused on the university campus and its surrounding environment. The intervention incorporated experiential learning activities, including waste audits, site visits to waste management facilities, and community engagement projects. Data were collected through questionnaires evaluating students’ understanding of waste segregation principles and their attitudes towards waste management practices.

 The findings reveal a significant increase in both knowledge and positive attitudes towards waste segregation among the intervention group compared to the control group. This study highlights the potential of PBE as a valuable pedagogical approach for enhancing environmental literacy and promoting responsible waste management behaviors within university settings, contributing to broader sustainability efforts.