Reusing Waste Materials in Art Education across Four European Countries

The uneven and often unsupported reuse of waste materials in art education highlights a gap in
understanding how teachers integrate sustainable practices across different national contexts. This study
examines how teachers in four European countries perceive and implement the reuse of waste materials
in art education. Conducted within the international Waste to Art project, the research seeks to identify
teachers’ practices, knowledge of material properties, perceived barriers, and the types of materials most
frequently reused. A mixed-method design was applied, combining Likert-scale items with open-ended
questions. The sample included 357 teachers from Italy, Latvia, Slovenia, and Türkiye, representing
varied educational levels and experience. Quantitative data were analyzed using descriptive statistics
and non-parametric tests, while qualitative data were examined through thematic analysis. The findings
show national differences. Italian and Turkish teachers reported higher confidence and more frequent
reuse, Slovenian teachers demonstrated lower integration and greater caution, and Lithuanian teachers
expressed solid knowledge but highlighted a lack of methodological examples. Across countries, teachers
identified similar barriers, most often limited storage, time constraints, safety concerns, and insufficient
institutional support. Paper and plastic were the most reused materials, alongside national specificities
such as Lithuania’s reliance on natural materials and textiles and the frequent use of metal in Italy and
Slovenia. The findings indicate that sustainable art education cannot rely solely on individual teacher
motivation. Systemic support through infrastructure, curricular alignment and professional development
is needed to move the reuse of waste materials from isolated practices to a regular and well-supported
part of art education