4. OUTCOME AND IMPACTS ..........................................................................................

28

The Green Revival Project was designed to promote a more durable and engaged society and
address different goals for sustainable development (SDG). Our project works to achieve
multiple Sustainable Development Goals which in this case include SDG 10 (Reduced
Inequalities) together with SDG 11 (Sustainable Cities and Communities), SDG 12
(Responsible Consumption and Production), SDG 13 (Climate Action) and SDG 15 (Life on
Land). The initiative took place together with Khubaib Foundation and Model High School
Islamabad to conduct visual society enhancements through environmental activities and
community service programs.

Over the course of eight weeks, the project completed various types of initiatives, including
cleanliness, awareness session, recycling efforts, charitable food distribution, tree plantation
activities and environmental awareness initiatives. These activities had the main purpose to
make public facilities more orderly and decrease waste amounts while improving
environmental surroundings and advancing community service-based goals.

With both direct and indirect contributions to the selected SDG, the effect of the project is
versatile. At the direct level, the initiatives improved the physical environment of the school
and the surrounding society, which provides cleaner spaces and more green areas. At the
indirect level, the project helped to change the participants' attitude and behavior on stability,
waste management and community service. It also created a strong relationship between
schools, social and local organizations, which form a basis for future cooperation on social
and environmental issues.

4.1 Project Overview and Key Activities ............................................................................ 29

The Green Revival Project began with a cleanliness drive, with a view to addressing waste
management problems in school and the surrounding community. During the first two weeks,
more than 25 students participated in the garbage collection, used large black shopper bags to
collect the garbage scattered in and around the school. The drive was structured to be as
inclusive as possible, to ensure extensive participation and awareness to students from
different grades.

In addition to just collecting the waste, the project also included an educational component.
An awareness session was arranged with a group of students to inform about the importance
of recycling, waste separation and general environmental protection, and presented images,
educational posters and designed banners. These materials were strategically shown on the
school walls, and made the education material visible to all those who entered the school.
In addition to the cleanliness campaign, a great activity included a sustainable practice. We
interacted with students and discussed environmental issues when it comes to broad global
challenges generated by waste and pollution. The awareness session planted successful seeds
for behavioral changes in the school community, and encouraged them to adopt sustainable
practices in everyday life.

4.2 Collection of Recyclables to EPA and Iftar Drive ........................................................ 29

In the third and fourth week, the project expanded the extent to focus on recycling and social
community welfare. After the cleanliness drive, the team gathered all the recycled material
that was collected and prepared them to submit it to the Environmental Protection Agency
(EPA). Due to a malfunction in the recycling machine at the EPA, submission had to be
postponed. Despite this unfortunate situation, the intention of activity was still valuable, as it
increased awareness of the ability of the recycling and the importance of the proper waste
management systems.

In addition, an Iftar drive was held during the holy month of Ramadan. The purpose of this
drive was to support the students of Madrassa Jamia tul Islam which is located in the nearby I-
10/2 region. The team distributed Iftar meals to 20 students, which included dates, fried
samosas, crispy pakoras and tang juice. We held this drive an attempt to provide food for
students to break their fast during Ramadan. Beyond food distribution this initiative
strengthened both social bonds and compassionate values because it motivated students to
support the welfare of people in need. This served as the reminder on the importance of
sharing and preserving the needy people.

The initiative delivered an ultimate aim to shape an inclusive environment which supports
every demographic regardless of social class.

4.3 Plantation Drive and Environmental Awareness ....................................................29-30

The fifth and sixth week focused on environmental recovery and stability training. A
plantation was run at Model High School, with a total of 10 plants planted - of which there
were 6 trees and 4 flowering plants. The students took part directly in planting responsibilities
thus gaining real-life experience about environmental management.

During the plantation event students gained environmental knowledge about tree benefits for
climate change mitigation together with reductions in carbon emissions and biodiversity
enhancement.

This initiative focuses on SDG 13 (Climate Action), which tells to reduce climate change. The
students learned how their actions when done practically could directly affect the
environment. Students learned practical methods for waste reduction alongside getting trained
in durable life practices through environmental sessions.

4.4 Invitation from EPA and School Wall Painting.............................................................31

The seventh and eighth week of the project brought creativity and education together through
a wall painting initiative and an institutional visit. During this period, the team members
received an invitation from the Environmental Protection Agency (EPA) and once again
visited the organization. Although the previous visit included an attempt to submit recycling,
this other visit allowed members to reconnect with EPA representatives and understand the
environmental protocol.

Back at Model High School, the team helped the students paint some of the school walls using
environmentally friendly red oxide and yellow paint. The activity included demonstrations on
biodiversity, clean energy education and green lifestyle instruction. The conversion of
common walls created an active sustainability message board to function permanently as both
educational and awareness tools.

In order to complement artistic efforts, engagement talks held in which the students
participated in interactive discussion on environmental challenges and possible solutions.
These sessions were designed to increase the understanding of students for protection,
pollution control and waste reduction. The goal was not only to equip the students with
information, but also for the mentality to help the students know the environmental values
they will carry into adulthood with them. In addition, a cleaner space, to make a meaningful
contribution to the future of green areas - both in the school environment and beyond.

4.4.1 Impact on the School and Local Community ....................................................... 31-32

The impact of wall painting and plantation initiative went beyond the physical changes made
at school. The activities created a sense of pride between the students, staff and the local
community, when they saw the specific benefits of collective efforts. The plantation of new
trees together with dynamic wall decoration of painting served to represent the school's
official commitment toward environmental responsibility.

This collective involvement with environmental problems strengthened bonds between

school, society and various organizations involved in the project, including the Khubaib
Foundation and EPA. Human collaboration produced important changes from seemingly basic
individual work actions.

The project's initiatives produced advantages which positively impacted the wider area of the
community. The project expanded participation to include local community stakeholders
which built a shared commitment between the adults and children for community
development.

4.4.2 Awareness Raised and Behavioral Changes .............................................................. 33

One of the biggest successes with the Green Revival Project was an increase in the
environmental awareness between the students and the local community The activities that
were performed provided for both knowledge and experience in caring for the environment in
the students from the activity of the plantation drive and the recycling efforts.

These experiences helped students develop better understanding of both the community along
with environmental problems it faces. This knowledge was translated into behavioral change.
Many students reported that they were more aware of the waste, more hardworking with
recycling and more committed to permanent practice in their personal lives. In addition,
students encouraged their families and friends to do the same behavior, which in return
strengthened the effect of the project.

The education discussions for the project on environmental protection also emphasized each
role in reducing pollution and preserving resources. Students began to understand how
their actions and even when being small and daily decisions can have a
significant impact on the planet.

4.4.3 Challenges and Lessons Learned ................................................................................ 34

The project achieved success yet testing circumstances that demanded the team members to
demonstrate their adaptability and flexibility. The EPA recycling machine's malfunction
caused an important problem because it delayed the planned submission of collected
recyclables. Although this was unfortunate, it outlined the importance of conditional plans to
cooperate with local authorities and for unexpected circumstances.

Another challenge was continuous to secure the students' involvement during the project
period. As activities developed, it was necessary to keep students motivated and involved. To
solve this, the team diversified the types of activities-from hands-on activities for creative
efforts such as plantation drive and wall painting. The students remained motivated to join the
project because the activities brought them satisfaction despite occasional plan changes.

Because of multiple issues during project implementation the team worked towards achieving
main project objectives while developing improvised methods which led to complete the
project's success.

4.5 Contributions to the Selected SDGs ......................................................................... 34-35

The Green Revival Project was a direct contribution to many of the UN's goals for sustainable
development (SDG), which not only affects the local environment, but also promotes social
welfare and responsible community action.

 SDG 10 (Reduced Inequalities): Through the Iftar Drive, the project helped to reduce
social inequality by offering food to marginalized students, who may not have access
to regular food during Ramadan. The initiative demonstrated why compassion must
combine with the sharing of resources towards helping needy people.
 SDG 11 (Sustainable Cities and Communities): The cleanliness drive, tree planting
and wall painting were all done to improve the liveliness and livability of the local
community. By enhancing the physical environment at school and encouraging
environmental responsibility, the project helped to make the place more sustainable.
 SDG 12 (Responsible Consumption and Production): A step towards strengthening the
awareness of recycling and waste management with real collection of recyclable
materials, more sustainable consumption and a step toward encouraging production
patterns. The project educated participants that their actions - whether at home, school
or society - can affect the large environmental image.
 SDG 13 (Climate Action): The plantation drive was an important activity to reduce
climate change. By planting trees, the project helped to contribute to the efforts of
global climate action, to absorb carbon dioxide, reduce urban heat and promote the
natural environment.
 SDG 15 (Life on Land): The tree planting initiative was a direct contribution to
protecting life on land to promote biodiversity, promote green places and provide
habitats for local wildlife.

4.6 Community Engagement and Collaboration .......................................................... 39-40

An important element of Green Revival Project was the successful collaboration between
different stakeholders. Partnerships with the organization, Model High School in I-10
Islamabad and Madrassa Jamia Tul Islam and Khubaib Foundation provided the basis for a
wide-ranging outreach to the community. The initiative built community ownership through
the active participation of members from various social groups for enduring beneficial
projects. This project led to different people from different backgrounds to participate in this
initiative when they were encouraged. This cooperative approach not only promoted the
atmosphere of mutual respect and understanding, but also formed strong relations of us
university students in the society.

The initial phase of the project focuses on the cleanliness drive, participants from a large
group of students and the members working together to remove waste from unclean places.
The group work created mutual acknowledgment of personal duty towards the nearby
community members. The active environmental education initiatives from the school
institution developed even stronger bonds between students and their community members.
Through these various events, the students realized that little effort at the local level can have
significant positive effects on the broader environment.

During the Iftar Drive for students in Madrassa Jamia Tul Islam the importance of social
support and unity during the holy month of Ramadan was the main focus. The food
distribution service successfully combated hunger as well as established social support
networks among the students who needed it most.

The collaboration between many institutions showed how working together can increase
efforts to create positive social changes. The project proved that local community control
remain effective for handling multiple problems including environmental degradation and
inadequate poverty relief and waste disposal systems.

4.7 Monitoring and Evaluation ....................................................................................... 41-43

During the Green Revival Project, surveillance and evaluation were important to ensure that
activities were implemented as planned and desired results were achieved. The project group
regularly assessed the activities to measure efficiency and effect. Real-time adjustments were
possible through this system so the project successfully stayed on track throughout
implementation despite facing problems.

The cleanliness drive evaluation involved measuring waste collection totals as well as
tracking the number of students who participated. We maintained continuous observation of
waste types and established the proper separation of materials suitable for recycling. The
combination of cleaning activities proved beneficial to school operations and strengthened
student and staff social responsibility towards their community.

For the plantation station, the monitoring was focused on the overall involvement of students
in the planting process and the survival rates of the newly planted trees. To ensure that the
trees were watered properly and taken care of they were tested regularly and were left in the
hands of the gardener/Maali at the school. The project group made sure that the students
continued to take care of the plants for a long time after the drive, and ensured looking after
the trees.

Education effects were assessed by monitoring the number of students who actively
participated in awareness sessions and drives. There was an increase in students' interest in
environmental issues, where many students are discussing permanent practice and expressing
interest in continuing these initiatives.
Through continuous evaluation, the project was able to limit its activities to take data-driven
decision-making and the best possible result. The monitoring feedback enabled the team to
understand critical points for future assignments particularly in student participation and
project duration.

4.8 Sustainability and Future Recommendations ......................................................... 44-49

As the Green Revival Project was completed, the question of stability was crucial. The project
activities were designed to create a permanently long-lasting impact, but it was important to
ensure that efforts continued even after the formal conclusions of the project. One of the main
elements of the stability scheme for the project was active participation of students and
members of the local community in the project's activities. By creating a sense of ownership,
the purpose of the project was to motivate participants to continue the environmental efforts
in the long term.

The plantation drive was particularly impressive, as it leaves a green heritage that will
continue to grow over the years. The educational facility must maintain its trees while
guaranteeing environmental benefits will stretch beyond short-term period of care. In
addition, the students were encouraged to take responsibility for plants, and ensure that they
thrive and future generations of students benefit from the initiative.

The recycling initiative is another aspect that can be further developed for sustainability.
Although the EPA machine had a little malfunction, the project emphasized the importance of
recycling infrastructure. The future will benefit both the school community and its local
neighbors through the establishment of ongoing recycling facilities which will continuously
collect waste materials for treatment. The institution will demonstrate premier recycling
practices to instruct other educational establishments about waste reduction through such
systems.

In the future, it will be advantageous to expand the scope of the project beyond the school to
include several local organizations and communities in a similar initiative. The lessons from
this project can be implemented to create a broad environmental campaign in the future. The
team should lead yearly or biyearly social community programs which include tree planting
projects along with environmental workshops and recycling initiatives. This will not only
maintain project activities, but will also elaborate on the association of the community's
engagement with environmental issues.

Additionally, it would be intelligent to integrate sustainability in the school's course.

Encouraging students to maintain an active role in maintaining green areas, promoting waste
reduction and continuing academic efforts for environmental protection will create a majority
of school's total strength to take part.
5. DISCUSSION .................................................................................................................... 50

People learned essential lessons by participating in the Green Revival Project on how
environmental protection and collective accomplishments can be successfully achieved
through community-driven initiatives. The project activities proved that multiple small
contributions led to major social change within both community regions. The project
demonstrated that promoting education about sustainable social change depends on enhancing
public awareness.

From its beginning the project required students to work together with their teachers and
community organizations as part of their program. Every stakeholder provided individual
importance towards reaching the project's successive goal thus requiring continuous
teamwork for desired outcomes. Active participation in the hygiene and plantation initiatives
allowed students and community members to develop a deep sense of pride within the local
community. The wall painting/mural created during the project was also a will for this
collective effort, which provides a visual representation of shared commitment to
sustainability.

The project emphasized that education serves as a key instrument which leads to enduring
modifications. The combination of multiple drives with educational sessions along with
practical activities provided students both environmental protection knowledge and sufficient
skills for environmental conservation. Students acquired valuable responsibility through
education during the project which allowed them to actively promote environmental stability
throughout their local communities.

The project also emphasized the conditional plan and the important requirement for
flexibility. Several events proceeded normally but we encountered crucial learning
opportunities regarding insufficient recycling equipment and diminished time-based
connections. The project group learned to adapt to unexpected obstacles and to ensure that the
goals for the project were still met. The encountered problems showcased how essential it is
to plan for failures and maintain backup plans ready.

5.1 Group Experience and Personal Growth ...................................................................... 51

Working on the Green Revival Project offered participants-students, teachers and volunteers-
a unique opportunity to contribute to the greatest for themselves. In addition to environmental
benefits, the project also helped promote the spirit of personal development among the
participants. Through this engagement people developed self-reflection to determine which
actions would create constructive change in their environment.
Sharing common objectives between participants revealed to them the essential value of
teamwork along with effective communication and coordinated work. Students who
participated in activities developed new skills such as management, leadership, organization
of programs and public speaking. During the project students especially from awareness
sessions and environmental conversations developed better skills to effectively deliver
complex concepts to others.

For teachers and volunteers, the project gave the opportunity to provide advice and guide, and
helped them develop a sense of responsibility and ownership of activities. Working with
students also helped us recognize the power of young commitment, youth engagement and the
importance of motivating the next generation to take measures for the environment.

5.1.1 Challenges and Lessons Learned .......................................................................... 51-53

While the situation was unexpected, it emphasized the importance of random plans and to
work closely with local authorities to ensure that such issues were properly addressed on time.

The challenge of constant student engagement increased due to frequent changes in program
activities that demanded various types of student involvement. The project group
continuously introduced innovative activities because they needed to maintain constant
student motivation throughout the project. Student motivation required special attention
during the final project stages since fatigue or other obligations could diminish their
commitment.

Finally, the challenges during the project served to strengthen the team's ability and
strengthen the ability to provide valuable insights into project management, especially when
working with different stakeholders and working towards a committed long-term goal. The
project group learned that flexibility and patience are important components of successful
community service projects, and that the desire to learn and adapt to face the challenges is
important and the key factor to make permanent and sustainable changes.