Building a culture of environmental awareness in schools cannot be achieved through classroom instruction alone. Children need opportunities to explore nature, interact with their environment, and discover their own ways to help protect it.

This spirit is part of the collaboration between State Senior High School (SRMA) 29 and the WWF-Indonesia Papua Program through the signing of a Memorandum of Understanding (MoU) on September 7, 2026. This collaboration represents a joint effort to support the School Environmental Awareness and Culture Movement (GPBLHS) program, while also strengthening the implementation of environmental values as the school works toward becoming an Adiwiyata School through learning experiences that bring students closer to nature and everyday life. One of the key elements in building an environmental culture at school is providing students with opportunities to experience nature firsthand. When students have the space to interact with and understand their surrounding environment, their care for nature can grow from experience, not just from the information they receive.

Through this collaboration, SRMA 29 can develop activities that encourage students to connect more closely with nature while understanding the importance of protecting the environment. This process of getting to know nature serves as a gateway to building good habits that can be applied in daily life both at school and outside of school. “For children to understand their surrounding environment, care about the climate, and care about wildlife, they must first be introduced to what’s closest to them. Starting with understanding personal hygiene, and also being introduced to what’s closest to them—namely, nature,” said Noreka Elisabeth Febriyanti, one of the teachers at SRMA 29.

This approach aligns with the spirit of SRMA 29, which focuses not only on the school’s environmental conditions but also on fostering a school community that cares about and takes responsibility for the environment. Habits such as maintaining cleanliness, using resources wisely, paying attention to the surrounding environment, sorting and separating different types of waste, and participating in environmental activities are all part of this process. Thus, the environment is not merely a subject of study but also a learning space for students. Through the process of exploring nature, students are expected to build a closer relationship with the environment and gradually incorporate it into their daily routines.

The collaboration between SRMA 29 and WWF-Indonesia’s Papua Program is aimed at helping students develop critical and creative perspectives on environmental issues. These attitudes can grow from the habit of living in harmony with nature. However, students are expected not only to become familiar with and enjoy their surrounding environment but also to learn to observe the changes and issues they encounter in their daily lives.

Closeness to nature provides students with the space to ask questions and view issues more critically. Students who come across trash, for example, are encouraged not to stop at the realization that trash is something that needs to be cleaned up. They can be guided to observe where the trash comes from, why it appears, how it impacts the environment, and what solutions can be implemented to reduce it.

Through this process, a critical mindset can then evolve into creativity in finding solutions. Plastic waste, for example—which was previously viewed merely as something to be discarded—can be reevaluated and repurposed into something useful. A simple process like this teaches students not only to identify problems but also to explore possibilities and create solutions based on the situations they encounter. “As teachers at school, we want to encourage our students not only to observe but also to develop empathy and compassion toward the environment. For example, if students notice the problem of plastic waste on the school grounds, we want to guide them to work together to find ways to make plastic waste something beautiful and worth appreciating,” Noreka added.

It is hoped that through this collaboration, SRMA 29 can continue to build a school environment that encourages students to learn while also taking an active role. Ultimately, fostering a culture of environmental care is a process that grows out of everyday life. Students need to be given the opportunity to get to know nature, understand the issues around them, and find solutions in their own way; the school can serve as a nurturing space for the emergence of a generation that is not only caring but also courageous.