IMCC Journal of Science

Abstract: 

This qualitative study examines teachers’ and learners’ experiences in utilizing upcycled instructional materials in Technology and Livelihood Education (TLE), along with the challenges encountered during its implementation. Based on in-depth interviews with classroom teachers and focus group discussions with Grade VIII learners, the findings suggest that upcycling fosters learner creativity, strengthens problem-solving skills, and enhances engagement in hands-on learning tasks. Teachers observed improved learner motivation and the ability to integrate sustainable practices into classroom instruction. However, challenges such as limited access to recyclable materials, lack of teacher training, time-consuming preparation, insufficient administrative support, and inconsistent resource availability were also identified. These constraints highlight systemic limitations that hinder the regular integration of upcycled materials into TLE pedagogy. The study underscores the need for professional development, curriculum revision, and institutional commitment to promote sustainability-oriented education. Findings emphasize the role of upcycling in advancing technical skills and environmental awareness among learners. The study contributes to the broader discourse on sustainable instructional innovation in basic education.

Keywords: creativity, environmental awareness, sustainability education, upcycling