Generation and inadequate management of solid waste constitute a global challenge. Projections for 2050 portend an annual increase of 3.40 billion tons of waste. This study assessed the impact of an environmental education intervention (EEI) aimed at reducing waste generation and fomenting pro-environmental behaviors in an academic public-health institution in Mexico. The EEI was implemented over 20 months using a model of behavior change. Using a mixed-method design (QUAN + qual), baseline and follow-up measurements were performed through electronic questionnaires (n = 754), focus groups (n = 20), and waste quantification. A double-difference model was performed to measure pro-environmental behaviors impact: overall and by sex, age, educational level and function within the institution. Waste quantification was performed using a quartering method and weekly monitoring. The qualitative data were studied through thematic analysis. As a result of the EEI, women reduced their use of multilayer packaging (-15.6 pp, p < 0.05) and frequent use of non-ecological materials (-17.6 pp, p < 0.05). Graduate-level participants reduced their regular and frequent use of these materials (-33.3 pp, p < 0.05, 27.6 pp, p < 0.01), while those with lower educational levels increased their ecological behavior at home (12.1 pp, p < 0.05). Waste generation dropped by 60.1% vis-a-vis the baseline measurement. Our qualitative findings showed a relationship between holding a position of power in the institution and recycling. They also revealed that available infrastructure for separating waste contributed substantially to the observed impact. With actions centered on physical structure, community practice and institutional policy components, the EEI improved the pro-environmental behaviors and perceptions of participants.
Keywords: Educational intervention; Impact assessment; Mixed methods; Solid waste.
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