The program integrated dairy production waste management, water conservation, and biotechnology applications through classes, laboratory activities, and field trips.
The initiative was carried out as part of Projects for Peace 2025, an international program sponsored by Middlebury College in the United States that supports projects led by college students.
The proposal stemmed from a biotechnology thesis focused on the use of whey as a culture medium for microalgae, supervised by Dr. Mariana Umpierrez.
Learning from the Environment
The educational outreach activities took place off campus, at the high school’s facilities and in the surrounding area. They were planned and coordinated with the high school as part of the project, tailored to its schedule, curriculum, and the students’ interests.
The presence of a dairy farm on the campus and the high school students’ participation in cheese-making allowed them to address a relevant issue: the management of dairy industry byproducts and the environmental consequences of their improper disposal. Building on this context, the students explored concepts of sustainability, waste management, and the circular economy.
The school's artificial lake was also incorporated as a learning space. Activities included an assessment of water quality and laboratory training exercises, linking observation of the environment with environmental monitoring tools.
The students covered topics related to remediation and sampling, as well as the identification and cultivation of native microalgae.
The initiative was linked to SDG 4: Quality Education, by expanding learning opportunities and promoting knowledge and skills for sustainable development among high school students.
It also contributed to SDG 17: Partnerships for the Goals, through cooperation among the university, the school, the private sector, and the international Projects for Peace program, bringing together knowledge, experience, and resources for environmental education.
Materials and tools to continue learning
The project developed educational materials aligned with the curriculum and provided equipment for the school’s science lab. These contributions served as resources to ensure the continuity of educational work beyond the activities carried out by the ORT team.
According to the project leaders' assessment, the experience sparked interest among students and staff at the school and helped them recognize waste as a potential resource for new production processes.
Community-based research