The impact of hands-on learning activities on recycling behaviours and awareness among pre-service primary teachers

Purpose This study aims to examine the effect of hands-on learning activities on first-year preservice primary education teachers’ recycling awareness and behavioral levels. It also explores participants’ reflections on their hands-on learning experience related to recycling. Design/methodology/approach The study used a mixed-methods approach with an exploratory sequential design. Participants engaged in creating new educational materials using collected waste items. Data were gathered through the Recycling Behavior Awareness Scale, focus group interviews and self-reports. Quantitative data were analyzed using paired sample t-tests, and qualitative data were analyzed through content analysis. Findings The results showed that hands-on learning activities significantly improved participants’ recycling behavior but did not yield a statistically significant change in recycling awareness levels. Qualitative findings revealed that preservice teachers appreciated the process, reported increased sensitivity to reusing waste and identified specific challenges, including material stability, appropriate sizing and identifying recyclable alternatives. They also suggested improvements related to durability, scale and aesthetic value of the materials they created. Originality/value This study contributes to the field by highlighting the behavioral impact and experiential reflections associated with hands-on learning in environmental education among preservice teachers. It also emphasizes the importance of integrating reflective components in hands-on learning to strengthen awareness-building outcomes.