The key to addressing the global climate crisis more effectively may lie in schools. Although the situation demands concrete and urgent action, the places where new generations are formed are called upon to take a leading role in shaping environmentally conscious citizens.
Under this approach, the “zero waste schools” model is positioning itself in Colombia as a key strategy to transform the relationship of children and young people with consumption, the environment, and sustainability.
In Colombia, each person generates one kilogram of waste
The goal of zero waste responds to a pedagogical and ethical need. It implies stopping the view of waste as garbage and beginning to understand it as usable resources, promoting a deep reflection on what we consume, how we use it, and what impact we generate.
In Colombia, the challenge is significant. Each person generates around one kilogram of waste per day, with low recycling levels and high pressure on landfills that already face environmental problems such as greenhouse gas emissions and soil contamination.
According to data released by the Regional Autonomous Corporation CAR (2024c), this reality is clearly reflected in regions such as Sabana Centro, where during 2024, 134,252 tons of waste were disposed of in landfills, highlighting the magnitude of the challenge and the urgency of implementing solutions from the educational base.
“If a child grows up in an environment where sustainability is part of their daily life, they not only learn about the topic, but also incorporate it into their way of living,” highlights Mariana Jeangros, coordinator of the kindergarten at Colegio Refous. This vision seeks to form citizens capable of acting in response to environmental challenges, understanding that each individual action has a collective impact.
Educational institutions play a fundamental role as engines of change. Through practices such as source separation, reduction of single-use plastics, use of recyclable materials, and the implementation of solutions such as the digestive bale for organic waste, schools are generating tangible transformations in their communities.
Students as agents of change in their homes
One of the most relevant aspects of this approach is its multiplier effect: students become agents of change within their homes. Everyday questions such as “where does organic waste go?” or “why do we use single-use plastics?” begin to drive changes in family dynamics, expanding the impact beyond the classroom.
The success of these models lies in their integration into institutional culture. They are not isolated initiatives, but processes that involve the entire educational community: administrators, teachers, students, and administrative staff. Consistency, example, and coherence in practices are key to consolidating sustainable habits in the long term.
However, challenges persist. Cultural barriers, such as the normalization of generating waste without questioning it, and structural limitations, such as the lack of adequate infrastructure for waste management and differentiated collection, highlight the need for coordinated work between educational institutions, families, and other social actors.
Even so, the message is clear: educating for sustainability from early childhood is not an option, it is a responsibility. Schools that today integrate these models are shaping citizens who do not wait for external solutions, but instead understand their active role in building a more conscious and sustainable future.