Fig 2 - uploaded by Niina Sundin
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Plate waste tracker (PWT) in operation and (right) screen shot of its display screen showing various communications to waste generators at individual and group level in terms of meeting the waste goal set by kitchen staff.
Context in source publication
Context 1
... this goal, illustrating the waste in terms of portions, such as number of cinnamon buns. In addition, visual cues like happy or sad faces and color schemes (red or green) amplify the message, and user feedback can be given to the kitchen on why food was wasted. These latter features are optional and were used only in Swedish schools in this study (Fig. 2). The system also allows kitchen staff to record the food waste generated in the school canteen. The main intention with the plate waste tracker is for guests to act upon the feedback and throw away less food over ...
Citations
... Attitudes and behaviors to prevent waste are important steps in maintaining environmental health and ensuring the sustainability of natural resources. By reducing, recycling, and composting, we can contribute significantly to waste reduction (Sundin et al., 2024). Education and public awareness of the importance of preventing waste are very effective in encouraging waste reduction actions to be implemented properly (Balzaretti et al., 2020). ...
Pro-environmental values are crucial to instill in students to foster a generation that cares about the environment, promoting sustainability through education. Teachers play a central role in developing students' morals, encouraging responsible behavior and pro-environmental attitudes. This study explores pro-environmental values in ecology learning, focusing on ecosystem balance and the potential for more effective ecological education. Conducted at an elementary school in Subang Regency, West Java, it involved teachers and sixth-grade students. Using a qualitative case study approach, data was collected through observation, interviews, and discussions with 21 respondents, including principals, teachers, and students. Analysis followed stages of data collection, reduction, display, and conclusion. The study identified six key pro-environmental values taught: 1) environmental education, 2) energy-saving and renewable energy, 3) waste reduction, 4) anti-consumerism, 5) recycling, and 6) nature conservation. These values enhance students' capacity to act sustainably, fostering environmentally friendly behavior and responsible character. The findings underscore the importance of integrating pro-environmental values into ecological teaching to build environmentally conscious students. This study contributes to understanding how ecological learning materials can effectively promote sustainability, equipping teachers with tools to nurture environmentally aware future generations.
... This tool provided real-time feedback to students on the amount of food they wasted, which not only decreased PW by 37% but also led to a substantial 62% reduction in serving waste as a spillover effect, demonstrating its impact on overall waste reduction in school canteens [74,114]. The installation of the plate waste tracker in 12 schools in Sweden and Germany, featuring a buffet serving style, effectively reduced PW by 17%, significantly lowering environmental impacts and nutrient losses while demonstrating long-term sustainability and cost-efficiency [156]. Undeniably, the research studies by Swedish colleagues clearly revealed the plate waste tracker as a disruption in daily routine [38] and the effect of nudging on the food consumption behavior of students, as the students had such an opportunity because it was self-service catering (buffet meals) in the schools observed. ...
Food waste (FW) threatens food security, environmental sustainability, and economic efficiency, with about one-third of global food production lost or wasted. Schools play a crucial role in addressing FW, representing lost resources and missed educational opportunities. The present research assessed three interventions to reduce plate waste (PW) in Rezekne City schools, namely (S1) a plate waste tracker, (S2) an awareness and educational campaign, and (S3) organizational changes, including larger plates, extended lunch breaks, and teacher supervision. Implemented in three schools with a fourth as a control, PW was measured at three intervals, at pre-intervention, short-term, and long-term post-intervention. The PW data analysis utilized two models (day view and class view) and a Wilcoxon signed-rank test. While the plate waste tracker initially reduced PW, sustained impact required continuous reinforcement. The awareness and educational campaign alone proved insufficient, highlighting the need for complex strategies. The organizational changes unexpectedly increased PW, underscoring FW’s complexity. The research has concluded that reducing FW requires tailored and multi-faceted approaches. According to the MOA framework, the school catering model in Rezekne City lacks essential “Opportunities” for effective FW reduction, as students have limited flexibility in portion sizes and food choices, which hinders the interventions’ effectiveness. Future research should explore adaptable FW-reducing interventions suited to specific school contexts.
