<![CDATA[Background: Environmental education in early elementary grades isessential for shaping sustainable habits, yet waste managementlearning often remains theoretical and lacks structured participatorypractice. As a result, students understand environmental concepts butstruggle to apply them in daily routines.Aims: This study aims to describe the implementation of a mini wastebank education program using a Participatory Action Researchapproach to foster early waste-sorting awareness among Grade 1–3students.Methods: A qualitative Participatory Action Research design wasemployed through iterative cycles of planning, action, observation,and reflection. Data were collected from classroom observations,participation logs, teacher reflective journals, and informal interviews.Activities included guided waste sorting, recyclable materialidentification, and mini waste bank simulations integrated into dailyclassroom routines.Results: The findings reveal progressive improvements in students’recognition of waste categories, accuracy in waste placement, andinitiative in reminding peers. Repeated, routine-based practicesstrengthened engagement, discipline, and environmentalresponsibility, while teachers reported enhanced classroomcleanliness and sustained student participation.Conclusion: The study demonstrates that a participatory, routineintegrated mini waste bank program is a feasible and pedagogicallyappropriate model for early-grade environmental charactereducation. By emphasizing habit formation through experientiallearning, the program provides a transferable framework forsustainability-oriented elementary education, particularly in contextswhere practical waste literacy remains limited.]]>
