Rethinking Awareness-Based Interventions in the Circular Economy: Lessons from School-Based Waste Segregation

Noulkamol Arpornpong; Wanwarang  Phothisawang

doi:10.55845/joce-2026-41380

Authors

Noulkamol Arpornpong Faculty of Agriculture, Natural Resources and Environment, Naresuan University Author
Wanwarang Phothisawang Faculty of Agriculture, Natural Resources and Environment, Naresuan University Author

DOI:

https://doi.org/10.55845/joce-2026-41380

Keywords:

Circular Economy, Waste Segregation, Environmental Awareness, School-based Interventions, Pro-environmental Behavior, Theory of Planned Behavior

Abstract

This perspective challenges the prevailing reliance on awareness-based interventions in circular economy (CE) initiatives by demonstrating limited effectiveness in producing sustained behavioral change. Empirical insights from a school-based waste segregation study in Thailand reveal a persistent knowledge–action gap and underscore the critical role of contextual and institutional factors in shaping behavioral outcomes. Awareness alone is insufficient and may misdirect intervention design. Building on the Theory of Planned Behavior (TPB), the proposed framework extends TPB by incorporating institutional and infrastructural conditions as active determinants of behavior and advances a system-oriented design that integrates infrastructure, social norms, and institutional reinforcement. This perspective contributes to CE implementation by shifting the focus from individual cognition to embedded behavioral systems.

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