Improving community education on fish consumption using social behavior change communication (SBCC)

Purpose: This study aims to uncover the behavioral segmentation variables that differentiate the problems relating to adoption barriers to fish in-home consumption, which can be used when designing an effective and efficient community education program. Design/methodology/approach: The study uses an ethnographic approach with various data collection methods, including expert interviews and focus group discussions with both businesses and government institutions in the fisheries domain, direct observation of Gemarikan (Social Activities for promoting fish consumption) and in-depth interviews with program targets. The results of each method of data collection are discussed in this study. Findings: The study provides evidence that a one-size-fits-all education program is not a solution as not all consumers need to be educated in the same way, by using the social behavior change communication (SBCC) framework to understand the program’s effectiveness. The study focuses on behavior-based segmentation variables by grouping consumers according to a more homogeneous categorization in terms of problems or consumer needs. The results revealed two characteristic consumer variables that influence the likelihood of someone eating fish at home: (1) childhood experiences and (2) cooking skills. These two variables are linked to a previously discovered behavior-based variable: tier-based adoption barriers in the consumer journey. Using these three variables, an integrative typology of consumers was systematically created. Research limitations/implications: The study provides a newly designed integrative typology of consumers that could be used to overcome adoption barriers to fish in-home consumption in various locations. Previous studies have focused on demographic variables, but the use of behavior-based segmentation as the basis of categorization is more relevant to resolve the issues. Originality/value: With this integrative consumer typology, it will be easier for designers of fish consumption education campaigns to identify problems in the target segment and create more contextual activities. To avoid ineffectiveness and inefficiencies, educators need to ensure that resources in educational activities are not wasted by prioritizing the consumer segment that is most open to adopting fish in-home consumption and by postponing programs towards the segment that is least open to doing so.