Food Waste in Schools: A Science Learning Activity for Fostering Sustainable Development Goals in a School Setting

Abstract

Food waste in school canteens represents a persistent environmental challenge with strong relevance to Sustainable Development Goal 12 (Responsible Consumption and Production), yet it remains underutilised as a contextual driver for science learning. In many educational settings, including Thailand, science instruction continues to prioritise content acquisition over sustainability-oriented and transformative thinking. This study addresses this gap by designing and developing a context-based science learning activity on food waste for Grade 10 students, aimed at examining contextual needs, applying the Pedagogical Content Knowledge for Transformative Learning and Sustainable Development (PCK for TLSD) framework integrated with transformative learning theory, and refining the activity through expert validation. A qualitative developmental research approach was adopted, comprising four phases: needs analysis through literature review, activity design, expert evaluation via a Professional Learning Community, and iterative revision. The findings indicate a clear misalignment between sustainability policy aspirations and existing classroom practices. The resulting learning activity is structured within a seven-stage context-based STEM inquiry model, integrating the core components of PCK for TLSD with Mezirow’s transformative learning phases, where food waste functions as a disorienting dilemma to stimulate critical reflection and perspective transformation. Expert feedback affirmed the activity’s conceptual robustness, curricular relevance, and practical feasibility for classroom implementation. This study contributes a theoretically grounded and contextually relevant instructional design that advances the integration of sustainable development into science education. It demonstrates the potential of context-based and transformative approaches to move beyond rote learning towards meaningful engagement with real-world environmental issues. Further empirical investigation is recommended to evaluate the effectiveness of the proposed activity in enhancing students’ sustainability competencies and transformative learning outcomes.