Effectiveness of Education-Based Interventions and Supplementation in the Management of Anemia in Pregnant Women: A Systematic Literature Review

Abstract

Anemia during pregnancy remains a global public health problem that seriously affects both mothers and fetuses. Addressing this issue requires intervention strategies that not only rely on iron supplementation but also effective education tailored to the socio-cultural context. This article aims to examine the effectiveness of various education-based and iron/folate supplementation interventions in managing anemia among pregnant women through a systematic literature review approach. The review was conducted using a Systematic Literature Review method on 11 quasi-experimental studies published between 2015 and 2025. Inclusion criteria included studies investigating nutritional education and/or iron/folate supplementation interventions in pregnant women. Data were thematically analyzed to assess intervention types and outcomes achieved, including changes in hemoglobin levels, nutritional knowledge, and supplement adherence. The review indicated that interventions combining theory-based education such as the Health Belief Model, use of visual media, family and community approaches, as well as empowerment of local health cadres consistently improved hemoglobin levels, knowledge, and adherence among pregnant women. The success of interventions was strongly influenced by contextual factors such as local culture, social structure, and health literacy. Contextual, participatory, and community-based education and supplementation interventions proved to be more effective in preventing and managing anemia in pregnant women. A multidimensional strategy involving the health sector, families, and communities needs to be adopted to support program sustainability.