<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Maja Kerneža</style></author><author><style face="normal" font="default" size="100%">Boris Aberšek</style></author><author><style face="normal" font="default" size="100%">Dario Assante</style></author><author><style face="normal" font="default" size="100%">Tija Zirina</style></author><author><style face="normal" font="default" size="100%">Dagnija Vigule</style></author><author><style face="normal" font="default" size="100%">Murat Gürkan</style></author><author><style face="normal" font="default" size="100%">Dursun Ucan</style></author><author><style face="normal" font="default" size="100%">Ihsan Metinnam</style></author><author><style face="normal" font="default" size="100%">Fikret Yildiz</style></author><author><style face="normal" font="default" size="100%">Özlem Alp</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">REUSING WASTE MATERIALS IN ART EDUCATION ACROSS FOUR EUROPEAN COUNTRIES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">cross-national comparison</style></keyword><keyword><style  face="normal" font="default" size="100%">mixed-methods research</style></keyword><keyword><style  face="normal" font="default" size="100%">sustainable art education</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher practices</style></keyword><keyword><style  face="normal" font="default" size="100%">waste materials</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4771001</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">84</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">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.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">122-136</style></section></record></records></xml>