Eco-School Activities as Ecopedagogical Practices in Developing Environmental Responsibility among Primary School Students
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Abstract
This study aims to investigates the eco-school activities function as ecopedagogical practices in developing environmental responsibility among primary school students. Employing a qualitative case study design, data were collected through observations, in-depth interviews, and document analysis involving the principal, fourth-grade teacher, eco-school coordinator, students, and parents. The findings reveal that students’ environmental responsibility is primarily developed through consistent, action-based activities embedded in daily school practices, including waste management, water conservation, and habitual ecological behaviors. These practices enable students to construct environmental awareness through direct experience rather than theoretical instruction. The effectiveness of the program is supported by strong leadership, active parental involvement, and collaboration with external environmental organizations, while challenges are reflected in limited facilities and occasional inconsistency in students’ behavior. It can be concluded that this study contributes to the field of ecopedagogy and environmental education by demonstrating that sustained, experience-based eco-school practices. It plays a significant role in shaping students’ environmental responsibility. It also offers empirical insights into how school culture and community involvement strengthen the internalization of environmental values in primary education contexts
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