Revolutionizing Agricultural Residue Burning Behavior with Virtual Training: Exploring the Transtheoretical Model

Abstract

Abstract Most of the research conducted on the Transtheoretical Model of Change (TTM) has focused on health and psychological issues, with limited application in the context of agricultural and environmental behavior change. However, in this innovative study, the effectiveness of interventionist virtual education in changing the behavior of burning crop residues was examined using the behavior change theory. The research employed an experimental design and a quasi-experimental pre-test/post-test design with a control group. The statistical population consisted of 400 wheat farmers, and a sample of 120 participants was selected using purposive sampling. Data were collected through a researcher-made questionnaire and analyzed using SPSS software. The questionnaire comprised four constructs: self-efficacy, the process of change, decisional balance, and stages of behavior change. The findings of this study demonstrate that virtual education based on the TTM model can pave the way for effectively managing agricultural residues by enhancing self-efficacy and facilitating the process of change. Moreover, the results highlight the broader applicability of the TTM model beyond the domains of health and psychological pathology. It can be effectively utilized to address environmental behaviors, such as agricultural residue management. Consequently, it is recommended that researchers and planners incorporate the TTM model in behavior change programs, transform the traditional perspective on agricultural education, and leverage virtual education as a complementary approach to formal education.