EMPIRICAL ANALYSIS OF THE LEVEL OF FORMATION OF WASTE SEGREGATION CULTURE AMONG PEDAGOGY STUDENTS

Abstract

This article presents an empirical analysis of the level of formation of waste segregation culture among students majoring in pedagogy. The study is based on the assumption that future teachers play a crucial role in promoting environmental awareness and sustainable behavior within society. Using a mixed-methods research design, the study examines students’ environmental knowledge related to waste management, their attitudes toward waste segregation, and their actual practices in everyday life. Data were collected through questionnaires, observations, and reflective responses from undergraduate pedagogy students representing different years of study. The findings reveal that although most students demonstrate a basic understanding of waste segregation principles and express positive attitudes toward environmental protection, their practical implementation of waste separation remains inconsistent. The results confirm the presence of a knowledge–behavior gap, indicating that environmental knowledge alone is insufficient to ensure sustainable practices. The study also identifies key factors influencing waste segregation culture, including institutional infrastructure, pedagogical approaches, and students’ motivation. The article concludes that strengthening the practical and experiential components of environmental education within teacher training programs is essential for fostering a sustainable waste segregation culture. The findings contribute to the improvement of environmental education strategies in higher education and highlight the need for a systemic approach to developing environmental culture among future educators.