Efemena OREMEGUE

This study examined the impact of place-based learning on knowledge andattitude towards waste management among university of Benin students. Tworesearch questions were raised to guide the study with two hypotheses formulated 12 to guide this study as well. The quasi experimental research design was adopted for this study andthepurposive sampling technique was used to select 50 (fifty) undergraduate students in the Department of Health, Safety and Environmental Education. Data was collected from the 50 respondents using an open ended questionnaire with twenty(20) items. The data collected was analyzed and interpreted using descriptivestatistics. Based on the data collected and analyzed, it was discovered that that place-based learning does have a significant impact on students' knowledge of waste management at the University of Benin. However, fromthe hypotheses tested it was further observed that that place-based learning does not haveasignificant impact on students' attitudes toward waste management at theUniversity of Benin. It was therefore concluded that it is crucial to incorporateexperiential learning strategies, like PBL, into environmental education programs in order to enhance students' comprehension of waste management. PBLprograms should, however, be maintained over time and supplementedbycommunity involvement, policy backing, and infrastructure advancements inorder to produce significant attitudinal change. Long-term therapies, behavioral reinforcement techniques, and outside variables that affect students' attitudes about trash management should all be investigated in future studies. PBLhas theability to support long-term behavioral change in sustainable waste management methods in addition to information development by encouraging ongoingengagement and practical implementation. It was recommended that universities should incorporate sustained PBL activities into their environmental educationcurricula. Long-term engagement in real-world waste management projects, suchas recycling programs and waste audits, can reinforce knowledge and graduallyinfluence students’ attitudes. Also partnerships between universities, local 13 governments, and environmental organizations should be encouraged to providestudents with opportunities for active participation in community-based wastemanagement initiatives.