Evaluates educational interventions for waste separation, applying Value-Belief-Norm Theory and PRECEDE-PROCEED Model in Iran

In the face of escalating environmental challenges spurred by industrialization, the management of household waste has emerged as a critical area necessitating attention. This study sought to empower housewives in Shushtar city through a structured educational intervention designed to enhance their knowledge and practices regarding waste separation. Employing a quasi-experimental methodology, 120 housewives were randomly selected and assigned to intervention and control groups, each with 60 participants. The educational program comprised six face-to-face sessions over one month, utilizing a comprehensive questionnaire founded on the Value-Belief-Norm Theory and PRECEDE-PROCEED Model for data collection. Analysis was conducted using established statistical software before the intervention and two and four months after the intervention. Results indicated that while no significant differences were observed in demographic variables between groups, notable improvements were recorded in the intervention group's mean scores across various constructs related to values, beliefs, subjective norms, skills, social support, and intentions towards waste separation. In contrast, the control group exhibited no significant changes over time. These findings underscore the positive impact of targeted educational initiatives on fostering responsible waste management behaviors among urban housewives; thus emphasizing the necessity for further development of policies aimed at enhancing environmental knowledge and instilling a sense of responsibility for ecological stewardship within communities.