Purpose This study examines how cybersecurity governance capacity and climate exposure adaptation planning contribute to financial effectiveness in delivering health education services in high-risk, climate-vulnerable environments. The paper also investigates the mediating role of open data infrastructure and the moderating influence of regulatory governance frameworks. Design/methodology/approach A three-phase literature review was conducted, integrating a Comprehensive Literature Review, Systematic Literature Review, and Integrative Literature Review. Thematic analysis was conducted using NVivo-assisted coding to identify and refine key themes, supported by Python-based text mining and heatmap visualizations to validate and cluster the emergent research insights. Findings The findings suggest that strong cybersecurity governance and proactive climate adaptation planning enhance financial sustainability in health education systems, especially when reinforced by transparent, interoperable open data infrastructure. Regulatory stringency further shapes how financial models adapt to evolving climate and cyber threats. Results highlight the interdependence of digital resilience, equitable data access, and policy coherence in improving cost-effectiveness of health education services. Research limitations/implications The conceptual framework has not yet been empirically validated through fieldwork or simulation-based experiments. Future studies should apply mixed-method designs to test interactions across climate, cyber, and fiscal governance domains. Practical implications Policymakers and education planners should integrate open-data strategies, climate resilience protocols, and cybersecurity safeguards into the financial governance of health education in at-risk regions. Emphasis should be placed on regulatory agility and stakeholder collaboration to ensure inclusive, adaptive, and transparent financial practices. Originality/value This paper bridges cybersecurity, climate resilience, and education finance by offering a novel integrated framework. It contributes to sustainable development literature by proposing a governance-oriented path for ensuring financial effectiveness in health education amid systemic shocks.
Purpose Attending university may entail moving away from home. Leaving the family household is a complex and important stage in the process to gain independence from family and develop stronger relationship with friends. The present study aimed to analyse the chain mediating role of social support from family and friends between depressive symptoms and loneliness among university students. Design/methodology/approach The survey data sample consisted of 443 Portuguese young adults (ranging from 18 to 25 years old). Participants completed the UCLA loneliness scales, Multidimensional Scale of Perceived Social Support (MPSS) and Depression, Anxiety and Stress Scale (DASS-21). Data analysis was carried out using the SPSS programme and Hayes procedure was used to analyse the mediation effect. Findings The bootstrap analysis found that family as a source of social support mediated the relationship between depressive symptoms and loneliness. Similarly, depressive symptoms had a significant indirect effect on loneliness through the mediation of friends as a source of social support. Moreover, it was found that the relationship of family and friends social support mediated the association of the aforementioned variables. Originality/value This research advances our understanding of social support sources from family and friends among university students who live far away from their family household, providing suggestions for interventions tackling depressive symptoms and loneliness in a university setting.
Purpose How allied health educators experience teaching social justice is unknown. This scoping review fills this gap in the literature to guide improvements in allied health education that support development of socially just practitioners. Design/methodology/approach A scoping review was conducted to explore allied health educators' perspectives and experiences of teaching social justice in tertiary institutions. Thematic analysis was used to inductively synthesise educator perspectives and experiences reported in the included articles. Findings Thirteen studies were included, representing physiotherapy, pharmacy, occupational therapy, radiology, speech pathology and optometry professions. Incorporation of social justice content relied on individual educators' passion, experience or interest with social justice issues, and most educators felt they did not have interest, confidence or capacity to teach social justice. Educators thought that their proposed approaches to teaching and assessing social justice competency did not align with current best-practice teaching approaches and wanted more guidance and support around how incorporate social justice content into allied health curricula. Practical implications Lack of guidance around how to effectively teach and assess social justice in tertiary education is a key barrier to effective social justice teaching in allied health education. As such, there is a need to develop clear guidelines, objectives, performance indicators and frameworks to guide social justice teaching for allied health students. Originality/value This work provides critical insight into the current state of social justice teaching in allied health degrees, highlighting the need for further research and intervention in this space to support the development of socially just allied health professionals.
Purpose Breakfast consumption after a night of fasting is crucial for maintaining and improving health, especially during early growth years such as childhood. Therefore, this study was conducted to determine the impact of an educational intervention based on Social Cognitive Theory (SCT) on breakfast consumption among elementary school students in Nishapur city, Iran. Design/methodology/approach This research was a semi-experimental study conducted among 260 elementary school students (130 in the test and 130 in the control group). The measurement tools included a demographic information questionnaire, a researcher-made questionnaire based on SCT and a breakfast consumption assessment questionnaire. The educational intervention focused on the constructs of SCT and was delivered by the researcher over seven educational sessions within the school environment. The software used for data analysis was SPSS. Findings The findings of current investigation showed the positive impact of the intervention based on SCT on improving the dietary behaviors of students. The results indicated that immediately after the intervention and during follow-up, a significant difference was found in the mean scores of awareness, outcome expectancy, self-efficacy, observational learning and social support between the two groups. Originality/value These findings emphasize that using SCT, with a focus on individual factors, social factors and environmental factors, can be effective in designing and implementing educational programs. Implementing interventions based on these elements can not only help improve breakfast consumption but can also positively influence the overall dietary habits of students.
Purpose A systematic approach to conducting process evaluations is essential for understanding the implementation of health interventions and their mechanisms of impact. This study aims to describe the process evaluation of a school-based, social-marketing-principles-utilising sexual health intervention targeting adolescents aged 13–14 in Finland. The content and delivery methods of the intervention, along with adolescents' engagement, learning, and functionality, were evaluated. Design/methodology/approach The Medical Research Council (MRC) framework for evaluation was utilised. Data were collected from adolescent questionnaires (n = 252) and teacher interviews (n = 6). Direct feedback, the researcher's observations, and relevant statistics were also gathered. Quantitative data were analysed using descriptive statistics, while qualitative data were examined using inductive content analysis. Findings The results indicated that the intervention was implemented consistently. Adolescents' satisfaction was predominantly good or very good. Nearly 60% of adolescents reported feeling engaged during intervention visits, and approximately one-third reported gaining new insights about sexuality. Adolescents particularly valued their active participation and opportunities for sexual communication, expressing a desire to learn more about sexual activity, dating, expressing sexual emotions, and sexual diversity. Teachers regarded the components of sexual communication and emotions as the most successful aspects of the intervention. Originality/value Process evaluations in adolescent sexual health promotion remain scarce. This study contributes to the knowledge base by demonstrating the value of systematic, theory-based evaluation in sexual health interventions and by providing insights drawn from real-world experiences in developing, implementing, and evaluating such interventions.
