SAIIER 2021:Researching the immediate and long-term impacts of the kNOw PLASTICS Educational Programme

Auroville Research Platform		Samskritam Auroville
Researching the immediate and long-term impacts of the ʻkNOw PLASTICSʼ Educational Programme by Divya Luciani, Chandrah and Ribhu

ʻkNOw PLASTICSʼ is a fun and easy to use educational programme that integrates the latest scientific research on plastics. Through experiential learning, children are empowered to become part of the solution to plastic pollution.

This year our project was to analyse and evaluate the immediate impacts of the ʻkNOw PLASTICSʼ programme, develop research tools, and further explore researching and collecting data to determine the long-term impacts and behaviour change as a result of the programme. This included:

• The analysis of the social impact data from Phase 2 of the programme;
• The finalisation of social impact evaluation tools (questionnaires and interview) used to collect and analyse the social impact data for the long-term impacts of the programme;
• The collection of data using the social impact tools from a sample group of students from Auroville and Outreach schools.

Description of project:

Analysis and publication of the immediate impacts of the programme:

During Phase 2 of kNOw PLASTICS, Entity::WasteLess gathered an extensive database of social impact data from 9,574 students in schools that conducted the programme over the past 2 years (June 2018- March 2020). During this project Dr. Christopher Martens continued to clean the data and run a statistical analysis using software R for the targeted younger students (6-10 years of age) from different types of schools and the feedback from teachers who conducted the programme.

Research was conducted to look into possibilities for publishing both the immediate and the long-term impact of the programme. Different journals and magazines (with a focus on education and the environment) that are options for publishing the immediate and or long-term impact of the kNOw PLASTICS programme were shortlisted. Throughout the research process it became clear that publishing in academic journals is complex, takes a long time because of the peer reviewing process, sometimes incurs costs and often necessitates that an individual can only publish their research if they have already published something.

Sampling strategy and finalising the social impact tools:

Several experts (Dr. Bill Leon and Dr. Chistopher Martens) were consulted to develop a sample strategy for evaluating the long-term impact of the kNOw PLASTICS Programme. Initially, the WasteLess team wanted to take a sample size (10%) of all the 9,574 students who participated in the kNOw PLASTICS programme. The baseline questionnaire and follow-up questionnaire at the end of the programme (Phase 2) were analysed according to schools (Government, Rajapalayam Government aided, Auroville/Outreach, CBSE, State Board and Overseas). The strategy was to take 10% applied across the age groups (6-10 and 11-15) and school type. However, due to COVID-19 with the closure of schools and no clarity as to when they would re-open it soon became clear that getting into contact with teachers and students who were no longer in school and or travelling in India were not feasible options.

Given the situation with COVID-19, travel restrictions, closed schools, the gap of time since students completed the programme (June 2018- March 2020) and the timeline of project/funding (end March 2021), the WasteLess team together with experts re-looked at what was realistically feasible with regards to researching the long-term impact of the kNOw PLASTICS Programme. Together with the guidance of experts it was decided that we would conduct a small-scale study that would focus only on Auroville and the bioregion (Outreach schools). The sample strategy involved first selecting a percentage of students from both age groups (6-10 and 11-15) to conduct the interview, then choosing the remaining students to fill in a follow up 3rd questionnaire as well as selecting all teachers to complete a questionnaire. Random sampling was conducted on the sample size to determine which students would be selected for either the interview or 3rd questionnaire.

Dr. Bill Leon (an expert in social impact monitoring and evaluation) guided the WasteLess team in developing the social impact tools for Phase 3 and finalising them. For both the teacher and student questionnaire Likert scale statements were developed to help in evaluating teachers and students’ attitudes, intentions and behaviour based on Fishbein and Azjen’s ‘theory of reasoned action’. The social impact tools (student questionnaire and student structured interview) were translated into Tamil and pilot tested in both English and Tamil with 2 different age groups (6-10 and 11-15). Two students (one from an AV and another from an Outreach School) were selected to pilot test both the questionnaires and interview questions. Students who conducted the questionnaires were asked to give their feedback in order to find out whether there were any misunderstandings and if so, how the questions could be improved so that they were as well-defined as possible. Two members from the WasteLess team conducted the interviews with students. With the permission of students, the interviews were recorded so that they could be referred to for analysis.

After the interview, students were asked whether there were any questions that they thought were unclear or they did not understand. The data gathered was analysed for key trends and the questionnaire and interview were adapted accordingly. The questionnaires for both age groups (6-10 and 11-15) and the interview questions and secondary researcher template (to record and code answers) were adapted and changes were translated into Tamil. These went through several rounds of proofreading before they were finalized.

Data collection of the long-term impacts of the programme:

Due to COVID-19 and the closure of schools the data collection was a slow and time-consuming process. Teachers who conducted the programme in the past two years (June 2018- March 2020) were approached so that we could find out how to contact students directly. As many of the teachers did not have the same students in their class, the WasteLess team had to track down and find out which school students were currently attending to get their latest contact details. Many students, especially from the higher grades (6th, 7th and 8th) had meanwhile graduated and were enrolled in different schools. The WasteLess team invested a lot of time, human resources and energy into getting as many of the students who did the kNOw PLASTICS Programme to participate in the study. Unfortunately, some students did not take part in the study as they were unreachable and/or had relocated and no longer lived in Auroville/the bioregion or had participated in pilot testing the 3rd questionnaire and interview. The majority of students were contacted and an interview or questionnaire was conducted. All the teachers were approached and gave their feedback through a follow-up questionnaire. A professional photographer documented the team conducting the interviews and questionnaires with students. Strict COVID-19 SOPs and protocols were adhered to during the data collection process.

The student interviews were documented through recording and a form was filled in with the main answers/responses of students. The interview form and student questionnaires that were conducted in Tamil were translated and the data was entered. Spreadsheets were created for each of the social impact tools (student questionnaires, student interviews and teacher questionnaires) so that the data gathered could be easily entered for analysis. Due to COVID there are delays in cleaning and analysing the data. This process takes time and will continue to be conducted in the coming months.

Outcomes:

Analysis and publication of the immediate impacts:

The analysis of the Phase 2 social impact data has shown that the programme has had positive immediate impacts on students who did the programme, teachers who conducted the programme, families of targeted students and school community. The programme has been successful in inspiring knowledge and positive behaviour change with regards to the use of plastics in students, teachers, families of students who did the programme and school community. From the analysis of data from student questionnaires it was found that the majority of students (80%) could identify the unsafe resin codes from the safer ones. Being able to identify the unsafe plastics and to avoid these especially for food and drink was an important aim of the programme. Almost every student (97%) aged 6-10 shared what they had learnt in the programme about plastics with their families. This was a significant aspect of the programme whereby we wanted to instill a social movement and inspire and empower students to bring home what they had learnt with their families. Importantly 86% of students aged 11-15 years who completed the programme said that they made changes to their use of plastics. Additionally, 67% of teachers reported numerous changes in students' use of plastics. For example, in one Tamil Nadu Government school, all students changed their drinking water bottles from plastic to stainless steel.

92% of students thought the programme was very good. Furthermore, 97% of teachers thought the programme was enjoyable and 93% would recommend the programme to others.

We wrote an article about the kNOw PLASTICS Programme and immediate impacts and published this in the “Development and Cooperation International Journal” (www.dandc.eu), which has a print circulation of 18,000 and 75,000 visitors for the online version. Four years ago, we published an article in the same journal and the editor approached us again as he was very happy with our previous article and they were looking to publish an article focusing on the issue of chemicals and plastic. This was an amazing coincidence, as we were in the process of looking for possibilities to publish the impacts of the kNOw PLASTICS Programme in a magazine or journal. The journal issue for March 2021 in which they were interested in publishing our research on plastics focused on chemicals management.

The process of publishing an article in the “Development and Cooperation International Journal” was lengthy. We were initially contacted in early November, then we developed an outline for the article, received feedback and then set out to write the article. There was a lot of back-and-forth with edits and the final article was published in the March issue on chemicals management.

Case Study – Transition School:

Three grades (1st, 5th and 6th) in Transition School did the kNOw PLASTICS Programme in 2019. It was wonderful to see the positive impact of the programme on the school community. Previously in every classroom drinking water was stored in plastic containers that were considered to fall under the ‘don’t know’ category of plastics, because they did not have a resin code on them. This meant that the plastic containers to store water could either be considered to be made from a ‘safer’ or an ‘unsafe’ plastic, however because there was no resin code there was no way of knowing which. The cups that were used in the classroom were also made from plastic (resin code #5 PP), which is considered a ‘safer’ plastic. However, the students and teachers who did the kNOw PLASTICS programme wanted to stop using plastic for storing and drinking water and brought this to the attention of school management. School management wanted to find an alternative safe material to store drinking water in the classroom and public spaces in the school. They approached WasteLess and asked for advice on what to do. A member of the WasteLess team consulted with management and recommended switching to stainless steel, which is a safe alternative. The school changed all their plastic containers and cups to stainless steel ones.

Social impact tools:

The process of finalising the social impact tools (3rd student questionnaire and interview) was time-consuming and lengthy, as we had to conduct the second round of pilot testing outside the school environment due to COVID and also wanted to keep in continuous contact with an expert in the United States (Dr. Bill Leon) who guided us. We were grateful to parents of students who despite COVID were willing and open to us re-pilot testing the social impact tools. Valuable feedback through observations and discussions with students allowed us to adapt and improve the social impact tools. The re-pilot testing especially of 1) the teacher/student questionnaire Likert scale statements (to evaluate teachers and students’ attitudes, intentions and behaviour) and 2) the interview, brought new insights and important modifications to create a tool that would allow us to not only gather data for qualitative but also for quantitative analysis.

Fine-tuning the social impact tools through a participatory approach resulted in tools that resonate with the target group (children 6-10 and 11-15 years) and can best measure and track these changes.

Data collection of the long-term impacts of the programme:

Data collection for the long-term impacts of the programme was challenging and time-consuming. Despite all the hurdles we encountered, the WasteLess team persevered and were able to get 81 students to complete the 3rd questionnaire or an interview and all (10) teachers who conducted the programme filled in a feedback questionnaire. After conducting a preliminary analysis of the student/teacher questionnaires, it is already encouraging to see that there is a tangible positive behavioural change not only in the direct target group (students aged 10-15), but also in student families, the school communities and communities where students live.

As part of the research methodology, we integrated drawings into the verbal qualitative research interviews with students. We choose this so that we would mix different techniques to tap into students’ thoughts, feelings and experiences, which are often more easily accessible and therefore more likely to be shared verbally when students reflect on what they draw. Students were asked to create a drawing of what they remember or learned from the kNOw PLASTICS programme. When students explained their drawings, it was impressive to see how learning about plastics has impacted their experiences, their passion for the issue of plastic pollution and them expressing a feeling of being empowered to become changemakers not only in their own lives but those of their families, friends and wider community.

All the teachers shared that they had changed their use of plastics, many of whom reduced their use of plastics through switching to reusable alternatives, avoiding unsafe plastics especially for food and drinks and brought these changes to their homes. All the teachers mentioned that after conducting the kNOw PLASTICS programme, changes to the use of plastic in their school were initiated. These included avoiding plastics and switching to reusable safe alternatives, setting up proper waste separation infrastructure, avoiding unsafe resin codes (#3, #6 or #7- PC/ABS) whenever possible, etc.

Reflections:

The experience of developing the social impact tools has been very meaningful and rewarding. It gave us the opportunity to work with experts in the field who guided us and encouraged us to expand our knowledge on behaviour-change models and apply the theories to develop these tools. We are continuously inspired to improve our research methodology and perfect these tools so that they resonate with the target group and best measure and track changes in behaviour.

It is encouraging to see how the future generation (students 6-15 years) who took part in the kNOw PLASTICS programme have been deeply touched by the issues surrounding plastic pollution. Many of them shared experiences of changes that they felt responsible for making in their homes.

During these strange and confusing times with school closures due to COVID and uncertainty as to if or when they would resume, it was challenging to conduct research. Collecting the data took a long time because students completed the programme between June 2018 and March 2020 and it was difficult to contact them. All of them were in a different grade and had a new teacher and majority of them (especially the older students aged 11-15) had relocated to a new school. Scheduling and planning the sessions with students was often difficult. We are very appreciative and grateful to all the students and teachers who took part in the study and to everyone who made it possible for us to continue the long-term study throughout these difficult and challenging times.

Through this project we learned that publishing in a journal requires patience, negotiation skills and is a time-consuming process. Planning and having a clear strategy are key when it comes to publishing so that both parties (content writer and publisher) have a clear understanding of the aim and the process is as smooth and efficient as possible. We understand that in future projects a lot of time needs to be given for publishing research.

During this study, it became more apparent that we need to continuously engage and educate students on waste and plastics. The way WasteLess has received project funding has meant that it cannot constantly educate children in Auroville and Outreach schools. For the best learning outcomes, it would be recommended to regularly engage with students in these learnings throughout the academic year.

Conclusion:

The integration of education on sustainable consumption and plastic pollution into school curricula has an observable and long-term positive impact on the future generation. A continuous engagement with students throughout their education would create a more profound impact – similar to that of Awareness Through the Body (ATB) in Auroville and Outreach schools, but requires a larger dedicated team of teachers and more educational materials.

We are very grateful for the support from SAIIER for giving us the opportunity to continue researching the impact of our programme.

We plan to continue to conduct educational research on sustainable consumption, waste management and plastic pollution as well as in the future focusing on the field of water in Auroville and the bioregion.