Institutionalizing Repair Literacy: A Literature-Based Analysis of Curricular Integration for Sustainable Consumption

Abstract This qualitative literature-based study investigates the systemic gap between macro-level circular economy policies and the absence of practical, action-oriented sustainability competencies within educational frameworks. Driven by a continuous take-make-dispose culture, modern consumption generates unsustainable levels of ecological waste while conventional academic models rely primarily on passive instruction. Utilizing systematic narrative review, document analysis, and thematic coding of secondary sources, this paper examines how schools can formalize material preservation and mending competencies. The investigation builds upon established educational and economic benchmarks to evaluate the structural viability of school-based repair laboratories. Findings indicate that embedding collaborative workshop micro-infrastructures directly into academic curricula bridges the gap between theoretical environmental awareness and daily pro-environmental behavior. In addition, the synthesis demonstrates that experiential learning frameworks successfully cultivate critical problem-solving and resource conservation among students. However, successful institutionalization requires navigating critical operational impediments, including teacher time-poverty, financial resource constraints, and rigid curriculum schedules. The study concludes that establishing dedicated campus facilities provides a scalable pathway for educational administrators to build a lasting culture of sustainability and active waste accountability.