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.
Purpose This study aimed to examine the protective role of decision-making (DM) life skills (DMLS) in enhancing awareness of sexual health risks and knowledge of condoms among primary school adolescents in Tanzania. Design/methodology/approach A cross-sectional survey was conducted among 400 primary school adolescents (classes V–VII) selected through stratified and simple random sampling, with sample size determined using Yamane's formula. Instrument validity was ensured through exploratory factor analysis (EFA) and reliability using Cronbach's alpha. Data were analysed using both descriptive statistics to determine levels of DMLS, sexual health risk awareness and condom knowledge and inferential statistics to examine their predictive relationships. Findings The results showed that 56% of adolescents exhibited unfavourable DMLS with female and older adolescents dominating the group. On the other hand, 44% had favourable DMLS with younger and male adolescents displaying slightly higher favourable DMLS. Awareness of sexual health risks was relatively low (78%) while 72% demonstrated high knowledge of condoms. Logistic regression results revealed that DMLS significantly predicted both awareness of sexual health risks and knowledge of condoms (p < 0.05). Gender and age were also significant predictors of knowledge of condoms (p < 0.01). Research limitations/implications The study shows that DMLS significantly predict adolescents' awareness of sexual health risks and knowledge of condoms. Adolescents with favourable DMLS are better able to assess risks, anticipate consequences, and make informed choices regarding protective behaviours. Strengthening DMLS at an early age may therefore enhance adolescents' ability to access, interpret and apply sexual health information. These findings have important implications for schools, teachers, curriculum developers and policymakers in strengthening life skills and comprehensive sexuality education (CSE) programmes. They also support Social Cognitive Theory and the Health Belief Model in promoting self-efficacy, risk perception and informed decision-making. Practical implications The findings suggest that school-based programmes should prioritise the development of decision-making skills alongside factual sexual health education. Strengthening self-efficacy and decision-making abilities can enhance adolescents' capacity to translate knowledge into preventive behaviours. Teachers and curriculum developers should incorporate interactive, participatory methods to reinforce decision-making, gender-sensitive guidance and risk perception. Tailored interventions addressing the specific needs of both genders and different age groups can improve adolescents' preparedness to navigate sexual health challenges effectively. Social implications Strengthening adolescents' DMLS may improve their awareness of sexual health risks and enhance their knowledge and understanding of condom use, thereby supporting more informed and protective sexual health choices. Improved awareness of sexual health risks and knowledge of condoms among adolescents may contribute to safer behaviours, reduced vulnerability to sexually transmitted infections and unintended pregnancies and healthier transitions into adolescence and adulthood. Furthermore, promoting DMLS within school settings can encourage open communication about sexual health among peers, families and communities, ultimately contributing to improved adolescent well-being and broader public health outcomes. Originality/value The study underscores the importance of strengthening DMLS in primary schools as a strategic intervention to enhance awareness of sexual health risks and knowledge of condoms to promote safer sexual behaviours. Tailored, age and gender-responsive life skills programmes are recommended to foster DMLS during early adolescence.
PurposeThis study establishes the extent and nature of international literature about primary school food education. It investigates what type of policies are analysed, which methods are used, what policy recommendations were made and what gaps exist in research. Design/methodology/approachA scoping review method was used to analyse the policy aspect of primary school food education original research papers. Searches were conducted in a range of interdisciplinary databases including Academic Search Ultimate, Cumulative Index to Nursing and Allied Health Literature (CINAHL) Ultimate, Health Policy Reference Centre, Medline Complete, Political Science Complete, Sociology Source Ultimate, Education Resources Information Center, Scopus, Social Policy and Practice and Web of science. FindingsA total of 14 papers met inclusion criteria. Studies were published between 2011 and 2024, focused on national and state curriculum policy, and used content analysis methods. Recommendations called for more joined-up, cohesive policymaking across government and curriculum improvements. Extensive research gaps were identified, including varied food education policy approaches from different countries and examination of the food education policy environment. Research limitations/implicationsThe systematic nature of scoping reviews, including papers only in the English language and excluding grey literature, limits the scope of research included in this review. Meanwhile, data were of variable quality, and some papers did not specify which policies were analysed, which led to data collection challenges. Originality/valueResearch into the policy aspect of primary school food education is scarce. This scoping review adds to the knowledge base, by establishing the features of research to date in this field.
Purpose Social networking platforms have become a major source of health information among young adults, influencing how they access, evaluate and utilize health-related content. As digital health information becomes increasingly available, understanding the relationship between social network usage (SNU) and eHealth literacy is essential for promoting informed health decision-making among university students. Design/methodology/approach This cross-sectional descriptive-analytical study examined the association between SNU, eHealth literacy and health information seeking among 267 university students enrolled in a state college in Occidental Mindoro, Philippines. Data were collected using a validated Social Networking Usage (SNU) questionnaire, eHealth Literacy Scale (eHEALS) and health information seeking. Findings Descriptive statistics, analysis of variance (ANOVA) and Pearson correlation analysis were employed to analyze the data. Participants reported high levels of SNU (M = 3.79, SD = 0.66), with academic use emerging as the most frequent purpose. eHealth literacy was generally moderate to high (M = 3.93, SD = 0.53). Significant differences in SNU were observed according to sex, income class and self-rated health status (p < 0.05). eHealth literacy significantly varied by age, sex, year level and health status (p < 0.05). Analysis revealed significant positive associations between eHealth literacy and all dimensions of SNU (r = 0.348–0.465, p < 0.01). Overall SNU demonstrated a moderate positive correlation with eHealth literacy (r = 0.493, p < 0.01). Research limitations/implications Integrating digital health literacy initiatives into higher education may enhance students' ability to critically evaluate online health information and support informed health-related decisions. Practical implications The results support the development of targeted digital literacy and health information training programs to help students access, evaluate and use online health resources more effectively. Social implications The findings highlight that social networks are central to young adult's health information-seeking and that eHealth literacy is crucial for navigating online health resources effectively. The study recommends implementing targeted educational programs to enhance digital skills and promote equitable access to reliable online health information among students. Originality/value This study offers a unique contribution by simultaneously examining social media usage, eHealth literacy and online health information-seeking behavior among state college youth, providing context-specific evidence from a rural Philippine setting often underrepresented in digital health research.
Purpose This study explores children's self-initiated play and movement as inherently health-promoting practices in Danish kindergartens, drawing on children's own perspectives. It critically examines how pedagogical and institutional practices shape - and at times delimit - children's self-initiated play and how health promotion initiatives may further reinforce and intensify these conditions, thereby shaping children's opportunities for play, movement, learning and well-being in everyday kindergarten life.Design/methodology/approach The study is based on qualitative fieldwork conducted in two Danish kindergartens, including 37 days of participant observation, 20 walking interviews and 15 photo-elicited interviews with children aged 3-6. The analysis draws on perspectives from the new sociology of childhood, phenomenology of the body and culture-oriented theories of children's play.Findings Children's play cultures are characterized by spontaneous movement, bodily exploration, risk-taking, peer learning and creative engagement with space and materiality. These practices support children's physical, emotional and social well-being. However, institutional routines, spatial regulations and adult-led activities often limit children's autonomy and disrupt opportunities for self-directed movement and play.Research limitations/implications Future interdisciplinary research is needed to further examine how institutional structures, routines and early intervention agendas shape children's play, bodily expression and opportunities for self-organized activity. Studies could explore how material and sensory environments prompt movement and how children navigate adult-defined norms for appropriate behaviour. More attention is also needed on how pedagogical practices support or restrict children's autonomy, including the role of risky play in fostering well-being. Longitudinal and participatory research involving children directly could provide deeper insights into how play cultures evolve within institutional constraints and how health-promotion initiatives intersect with children's lived, situated experiences.Practical implications Health promotion in early childhood settings could be strengthened by improving physical environments, including outdoor areas, indoor movement spaces and access to nutritious food. Aligning institutional priorities with health-promoting values may also help bridge gaps between intentions and structural conditions. Rethinking the kindergarten day to allow more free play - supported by pedagogues who respond to children's diverse ways of engaging - can enhance children's movement and well-being. Valuing risky play can foster resilience and inclusivity, while children who need more structure may require additional guidance to participate meaningfully in play communities.Social implications These findings highlight a growing tension between children's play cultures and societal demands for structure, measurement and early intervention. When rules, routines and health agendas dominate everyday life, children risk losing access to the autonomy, movement and spontaneous joy that underpin their well-being. More flexible institutional environments may reduce children's stress and support their participation, particularly when adult norms conflict with children's embodied ways of being. Recognizing play as a meaningful social practice - rather than a vehicle for predefined outcomes - could foster environments that value diversity, inclusion and children's right to self-directed activity. Originality/value The study contributes a child-centred and cross-disciplinary perspective to health promotion research by demonstrating how children's self-initiated play constitutes an inherently health-promoting practice. It integrates cultural and phenomenological perspectives from early childhood research into dialogue with contemporary health promotion frameworks, offering a critical reframing of structured, adult-led interventions in early childhood settings.
Purpose - Artificial intelligence (AI) has rapidly transformed medical and higher education, creating unprecedented opportunities alongside significant implementation challenges. The speed and scope of current developments have exceeded expectations, fundamentally altering pedagogical practices and reshaping institutional culture. This study presents the adaptation-standardization-integration-compliance ASIC (adaptation-standardization-integration-compliance) framework as a comprehensive solution for systematic AI integration in medical and higher education. Design/methodology/approach - The ASIC framework provides structured guidance across four domains: adapting AI tools to specific curricular objectives, standardizing implementation protocols, integrating AI with established pedagogical practices and ensuring compliance with ethical and institutional requirements. This systems-thinking approach addresses AI's dynamic interaction with curriculum design, assessment and institutional policy. Findings - The ASIC framework enables educators to evaluate AI innovations using measurable effectiveness indicators, align technological adoption with evidence-based pedagogical theories and develop sustainable integration strategies. Its compliance dimension ensures ethical deployment while addressing algorithmic bias, data privacy and academic integrity concerns. Research limitations/implications - The educational community exhibits polarized responses - from resistant scepticism to uncritical enthusiasm - and institutions lack consensus on evidence-based implementation frameworks. This heterogeneity risks compromising educational quality, underscoring the need for empirical validation of the ASIC framework across diverse institutional contexts. Practical implications - Educators can apply ASIC principles to systematically evaluate and deploy AI tools, preventing fragmented implementation while maintaining academic integrity and professional standards. Social implications - Thoughtful AI integration prioritizing learner outcomes over technological novelty supports equitable, professionally sound educational transformation across institutions. Originality/value - The ASIC framework offers a novel, evidence-based operational model uniquely designed to guide systematic, ethical and pedagogically sound AI integration in medical and higher education.
PurposeThis article reports on a systematic review of school-based wellbeing research, synthesizing 159 peer-reviewed studies using a narrative configurative approach. The review addresses two core questions: how is wellbeing framed conceptually in interventions aimed at promoting student wellbeing, and what are the perspectives of teachers and students on wellbeing? Design/methodology/approachThe protocol involved comprehensive searches across international and Scandinavian research databases, including ERIC, PsychInfo, Scopus, Bibliotek.dk, Libris and Bibsys (Oria). Studies published between 2012 and 2022 in English, Danish, Swedish and Norwegian were included, following explicit inclusion criteria. FindingsThe synthesis revealed three conceptualizations of wellbeing: (1) as a set of skills; (2) as positive emotions and relationships and (3) as a socioecological phenomenon. These framings inform intervention designs, ranging from individual-focused strategies to whole-school approaches. Notably, few studies engaged critically with theoretical foundations, highlighting a need for interdisciplinary perspectives that reflect the complexity of school life. Teachers often view wellbeing as central to their pedagogical role, but report conflicts with policy and performance pressures. Students describe wellbeing as multidimensional, shaped by social, physical and material school contexts, and emphasize the importance of respectful, fair teachers and opportunities for meaningful participation. Originality/valueThis work is one of the very few multilingual literature reviews exploring both conceptual frameworks and voices of teachers and students on school-based wellbeing, offering cross-context insights into how wellbeing is understood and enacted in schools.
PurposeThe well-being of employees has been recognised as significant to both the health and success of businesses. Whilst physical wellness has typically been given more focus, the importance of psychological well-being has gained recognition and has been incorporated in more recent approaches. The current study investigated the perceptions of young Indian women textile workers of their workplace as well as working conditions and the effects of those on their wellbeing and empowerment Design/methodology/approachThe current paper reports on a qualitative study with 63 young women textile workers, recruited through convenience sampling from a large textile manufacturer in the province of Gujarat in India's Northwest who volunteered to participate. Standardized one on one interviews were conducted, which explored the following themes: Social Inclusion; Individual Empowerment; Economic Empowerment and Health and Wellbeing. Thematic analysis was employed to reflect on the data using a phenomenological stance. FindingsThe following subthemes emerged within the pre-determined themes: family support; acceptance and sexism emerged for Social Inclusion. Education emerged for Individual Empowerment. Contribution to family; independence and self-sacrifice emerged for Economic Empowerment; and workplace dynamics; working conditions and gender bias emerged for Health and Wellbeing Originality/valueWhile the participants of the current study shared various concerns and desires for change, they clearly did experience empowerment as income earners, which is, generally, in accord with the political and community discourse in India. Recommendation: further strategies, policies and interventions are encouraged to narrow gender biases in both worldviews and practice. Future research directions are discussed.
PurposeThe COVID-19 pandemic prompted the adoption of hybrid learning, combining online and in-person instruction. Understanding students' perceptions is critical to evaluating their effectiveness. This study aims to explore health professional students' perceptions of hybrid learning across different stages of the COVID-19 pandemic and identify any variations in perceptions. Design/methodology/approachThis cross-sectional quantitative study involved 341 UAE health professional students. Data was collected using an online Google Forms questionnaire developed after a literature review and aligned with the CHERRIES checklist. The instrument included 9 closed-ended questions covering demographics and perspectives on hybrid learning during different stages of the pandemic. Descriptive statistics and chi-square tests were used to analyze associations. Informed consent and anonymity were maintained. FindingsThe study shows changes in post-pandemic perceptions of hybrid learning that are connected to gender, with a higher proportion of females (56.6%) expressing satisfactory experiences. The study also found significant differences among three universities through different stages of the COVID-19 pandemic (during, late and post) (χ2 = 17.692, p = 0.024), (χ2 = 18.843, MCp = 0.011) and (χ2 = 34.926, p = 0.001), respectively. Additionally, the study revealed significant differences in students' perceptions of hybrid learning post-COVID-19, with nursing, anesthesia technology (AT) and dental students showing contrasting experiences, while medical imaging and laboratory sciences students showed more positive views. Practical implications and conclusionFindings support the optimization of hybrid learning in health professions education by guiding policymakers, institutions, and instructors to design adaptive frameworks that address diverse student needs and remain effective during crises. Originality/valueThis study provides new insights into hybrid learning by comparing gender, discipline and institutional differences across three pandemic stages. It extends prior research by including multiple health disciplines and universities in the UAE.
Purpose This qualitative case study examines how school-based health education within the Health-Promoting Schools framework influences children's healthy snacking behaviour.Design/methodology/approach Data were collected through semi-structured interviews with teachers, parents, and food vendors, classroom and canteen observations, and document analysis in one public elementary school in Indonesia.Findings The findings reveal four interrelated factors shaping children's snack-related behaviours: (1) institutional support through active school health committees and collaboration with local primary health centres; (2) the use of visual, digital, and interpersonal health education media to deliver nutrition messages; (3) parental engagement in reinforcing healthy eating practices at home; and (4) persistent environmental challenges posed by the presence of unhealthy street food vendors surrounding the school. Drawing on the Socio-Ecological Model and the Health Belief Model, this study demonstrates that effective health education in schools requires not only increasing children's awareness but also strengthening supportive social and environmental structures. The study contributes empirical evidence from a low- and middle-income country context to international discussions on health education and Health-Promoting Schools, highlighting the importance of context-sensitive and collaborative approaches to promoting healthy eating behaviours among school-aged children.Research limitations/implications This study has several limitations that should be considered when interpreting the findings. First, the research was conducted as a qualitative case study in a single public elementary school in Indonesia, which limits the generalisability of the results to other school settings or regions. While the in-depth qualitative approach provides rich contextual insights into the implementation of school-based health education, it does not allow for statistical measurement of behavioural change among students. Second, the study relied primarily on self-reported data from teachers, parents, and food vendors, which may be subject to social desirability bias. Third, children's snack consumption was observed within the school environment, but dietary behaviours outside school hours were not systematically assessed. Future research could adopt mixed-method or longitudinal designs across multiple schools to examine the long-term impact of Health-Promoting Schools initiatives on children's dietary behaviours and nutritional outcomes.Practical implications The findings offer several practical implications for schools and health education practitioners. Schools should strengthen the integration of health education into daily learning activities rather than limiting it to occasional campaigns. Teachers and school health coordinators can utilise simple visual and digital media, such as posters, videos, and messaging applications, to reinforce healthy snacking messages in age-appropriate ways. Strengthening collaboration with local primary health centres is also essential to support food safety monitoring and provide technical guidance on nutrition education. In addition, schools should actively engage parents through regular communication and participatory activities, as parental reinforcement at home plays a critical role in sustaining healthy eating behaviours among children. Social implications From a broader social perspective, this study highlights the importance of schools as key settings for reducing health inequalities among children, particularly in low- and middle-income contexts. The persistence of unhealthy street food vendors around schools reflects wider structural and environmental challenges that cannot be addressed by schools alone. Effective health education therefore requires coordinated action involving local governments, health authorities, school communities, and food vendors. By fostering shared responsibility for children's nutrition and food safety, school-based health promotion can contribute to the development of healthier community norms and support long-term improvements in children's well-being.Originality/value This study provides original empirical evidence on the implementation of Health-Promoting Schools and school-based health education in an Indonesian context, which remains underrepresented in international health education literature. By applying the Socio-Ecological Model and the Health Belief Model, the research demonstrates how children's healthy snacking behaviour is shaped by the interaction between educational strategies, institutional support, family involvement, and the surrounding food environment. The findings add value by highlighting the need for context-sensitive and collaborative approaches to health education in resource-constrained settings, thereby contributing to global discussions on the adaptation of Health-Promoting Schools frameworks in low- and middle-income countries.
Purpose Norwegian education policy has recently emphasised the relationship between schooling and health. This study explores the discourses on health and well-being in policy documents to understand the problem representations. Design/methodology/approach This study adopts a discourse analysis. Bacchi's WPR approach is used to identify discourses in three policies (the Norwegian core curriculum and two related White Papers) as well as examine the underlying assumptions and presuppositions related to these representations. Findings Five distinct health discourses were identified in the documents, the most prominent of which was that health problems can hinder pupils' academic achievement and the social (and human) costs of young people's health issues. The impact of pedagogical practices on pupils' health and well-being is not prominent in the documents and pupil agency is narrowly emphasised. Research limitations/implications The findings illustrate that the school's role in promoting health is dominated by a risk reduction perspective and focus on pupils' individual qualification despite the curriculum being rooted in a Bildung tradition that strongly emphasises socialisation and subjectification. These findings call for a holistic perspective of health that promotes pupils' emotional, psychological, and social well-being (flourishing) as well as their agency. Originality/value Uncovering the contradictions between perspectives of health promotion and key principles for learning and development in the Norwegian curriculum and related White Papers can raise important debates about the potential implications for education policymakers and practitioners.
Purpose This study aimed to explore Nursing students' opinions and perceptions of their experiences with Clinical Simulation services at three centres affiliated with a public university in southern Spain. Design/methodology/approach A qualitative, descriptive-interpretive design was applied with third-year Nursing students who had completed a ten-session Clinical Simulation-based “Life Support” course. Open-ended responses regarding their perceptions of the service were analysed through categorical content analysis using Atlas.ti. Two independent evaluators conducted the analysis to ensure and enhance the trustworthiness of findings. Findings Approximately one-third of students provided a total of 96 verbatim statements, classified into three categories: (1) Time, (2) Resources and infrastructures, and (3) Utility of Clinical Simulation and adequacy. Students valued clinical simulation as an effective learning strategy bridging theory and practice, yet identified shortcomings in session duration, material accessibility, and realism of scenarios. Conclusions: The study highlighted the need to expand clinical simulation session time, improve material quality and accessibility, and diversify clinical scenarios to enhance realism and student engagement. These findings provided actionable insights for educators and institutions to optimise clinical simulation implementation, ensuring that simulation-based education fulfilled its potential as a core pedagogical tool in Nursing curricula. Originality/value Students perceived clinical simulation as an effective learning method. More time and frequency for simulation sessions were widely requested access to simulation materials outside class time was considered insufficient. Students reported poor quality and limited variety in simulation scenarios. Smaller group sizes were recommended to improve simulation experience.
Purpose This study investigated the determinants of inclusive health education for marginalized communities that continue to face structural, cultural and technological barriers to accessing quality health information. It examined how digital innovation, cultural responsiveness and community participation jointly influenced inclusive health outcomes and identified strategies for designing contextually grounded, equity-oriented health education models.Design/methodology/approach This study adopted a quantitative, cross-sectional research design to examine the determinants of inclusive health education among marginalized communities. Primary data were collected using a structured questionnaire and analysed using descriptive statistics, reliability analysis and inferential techniques. Measurement reliability and sampling adequacy were confirmed through Cronbach's alpha coefficients (a = 0.85-0.91) and the Kaiser-Meyer-Olkin test (0.86). Multiple linear regression analysis was employed to assess the influence of digital innovation, cultural responsiveness and community participation on inclusive health outcomes, while Independent Samples t-tests were used to examine differences across gender and geographical context. All analyses were conducted at a 95% confidence level.Findings The results demonstrated that inclusive health education interventions enhanced health literacy, preventive behaviours and community engagement among marginalized groups. Culturally adapted interventions improved trust and behavioural adherence, while community participation strengthened relevance and sustainability. However, disparities persisted, particularly between urban and rural populations due to digital access challenges, economic vulnerabilities and infrastructural limitations.Research limitations/implications The generalisability of the findings was limited by the use of cross-sectional data and reliance on self-reported measures. Future research may employ longitudinal designs to examine the long-term sustainability and impact of inclusive health education interventions.Practical implications The study offered evidence-based guidance for policymakers, educators and practitioners. Recommendations included addressing the digital divide, embedding cultural sensitivity in program design and institutionalizing community-led delivery models. These strategies supported scalable and resilient frameworks for equitable health education.Social implications The study holds strong social implications by illustrating how inclusive health education can reduce inequities and empower marginalized communities through culturally responsive pedagogy, digital health tools and community-driven approaches. By improving health literacy, strengthening trust in healthcare systems and fostering community participation, these models transform vulnerable populations into active agents of change rather than passive recipients of information. Such approaches not only enhance preventive health behaviours and intergenerational knowledge-sharing but also contribute directly to advancing SDG 3 (Good Health and Well-being), SDG 4 (Quality Education), and SDG 10 (Reduced Inequalities). Ultimately, inclusive health education serves as a pathway to breaking cycles of disadvantage, promoting equity and building resilient, healthier societies.Originality/value This research offered a novel integrated framework that empirically demonstrated the combined effects of digital innovation, cultural responsiveness and community participation on inclusive health education outcomes. By providing robust quantitative evidence, the study advanced understanding of how multi-dimensional strategies could reduce systemic inequities and improve health education access among marginalized communities.
PurposeThis qualitative investigation explores Vietnamese university students' experiences of culturally adapted mindfulness practices within sustainable campus well-being frameworks, examining how traditional Vietnamese values intersect with environmental management systems to inform culturally responsive support initiatives aligned with Sustainable Development Goal (SDG) 3 and SDG 4.Design/methodology/approachA qualitative study employing hybrid inductive-deductive thematic analysis was conducted with 25 Vietnamese university students (aged 18-24) across three major cities. Semi-structured interviews explored participants' experiences of mindfulness practices, cultural influences on well-being conceptualisation and interactions with campus environmental contexts. Data analysis followed Braun and Clarke's six-phase framework, enhanced by systematic reflexivity processes, cultural consultation and member checking procedures.FindingsFour interconnected themes emerged demonstrating how Vietnamese cultural values can strengthen university sustainability initiatives: Academic Achievement as Sustainable Educational Success (endorsed by 76% of participants), Face Culture and Sustainable Mental Health Systems (84% endorsement), Adapted Mindfulness as Sustainable Campus Coping Strategy (72% endorsement) and Collective Support Systems as Sustainable University Operations (92% endorsement). Divergent perspectives revealed important nuances in cultural adaptation requirements.Originality/valueThis research contributes a novel culturally grounded framework for sustainable campus wellbeing, empirically demonstrating how traditional Vietnamese values can enhance rather than constrain university environmental management systems. The findings address critical gaps in culturally responsive sustainability programming, providing evidence that effective interventions require cultural integration rather than accommodation.
PurposeEnvironmental control and management continue to be a challenge in developing countries. This study examines the contributions of preventive maintenance on malaria incidence among university student residents in Ghana.Design/methodology/approachUsing a cross-sectional design, data were gathered from 528 students through structured questionnaires and onsite housing inspections. The study assessed maintenance routines, housing features and environmental conditions. Negative binomial and logistic regression models were used to assess the relationships between preventive maintenance and reported malaria episodes.FindingsStudents living in housing that received quarterly maintenance were significantly less likely to report malaria. Functional drainage systems and intact window or door screens also played a protective role. Interestingly, these environmental and structural factors had more impact on malaria risk than traditional personal protective measures like insecticide-treated net usage. A combined approach, such as regular maintenance and sound housing features, offered the most protection.Practical implicationsThe results suggest that universities and facilities managers should ensure quarterly checks that ensure functional drainage and an intact window screen, which can significantly reduce malaria risk among university students in Ghana. Malaria prevention policies must treat maintenance as a core public health strategy, not just a facilities issue.Originality/valueBy applying ecological systems theory, this study reframes malaria prevention to emphasize how built environments influence health. It challenges behaviour-centred models and introduces housing quality and routine upkeep as vital, yet underused, tools in malaria control.
Purpose The widespread integration of digital tools has revolutionized work worldwide. Similarly, the integration of AI technology into higher education has altered the learning landscape for students. While there are numerous advantages associated with the use of these tools to enhance productivity, there is also a notable downside.Design/methodology/approach This research study has employed a case study research design to explore the manifestation of Techno-stressors on the psychological well-being of post-graduate students of a private sector higher education instituion (HEI) of Sukkur, Pakistan. The study intertwined five elements of technostress "Techno-insecurity, Techno-overload, Techno-complexity, Techno-invasion and Techno uncertainty addressing three dimensions of PWB "Autonomy, Personal Growth and Self-Acceptance". The data collection phase utilized a semi-structured interview guide. The data were collected using purposive sampling approach and analyzed via thematic analysis. Participants of the study were post-graduate students of one of the prestigious degree-awarding HEIs at Pakistan.Findings The findings shed light on the nuanced ways in which AI-Technostress affects psychological well-being, including comparison, exhaustion, nervousness, anxiety, distractions, techno-reliance, biased decision-making, negative self-perception, low self-confidence, multitasking, withdrawal etc. The discoveries underline the need to integrate digital training into educational plans. Such drives can engage students to explore innovation with more noteworthy strength and mindfulness. In the practical realm, educational institutions can utilize the findings of the study to re-examine their mechanical framework, guaranteeing that it aligns with students' requirements and limits likely stressors.Practical implications This research not only enhances our understanding of this evolving phenomenon but also offers actionable insights for educators, policymakers and institutions to create a more supportive and well-being-focused learning environment.Originality/value The study is significant because it uses the example of a group of people who are thought to be more susceptible to getting influenced by the adverse consequences of AI-Technostress for their psychological well-being. Moreover, the review also shed light on the core insights of the recent literature on this prevailing phenomenon from a global perspective.
PurposeThis study investigates a complex interplay of socio-ecological aspects that increases maternal health vulnerability (MHV) in rural Sindh, Pakistan.Design/methodology/approachThis study uses a cross-sectional design involving 352 women aged 18-49 years from rural Sindh, Pakistan. The analysis included descriptive statistics and parametric and nonparametric tests, including t-test, ANOVA with Tukey's correction and Spearman's correlation test. A four-step multiple linear regression was used to identify SEM-level factors associated with MHV. Data analysis was done in STATA version 17.0.FindingsMHV was higher among women with post-natal health issues (beta = 2.67, 95% CI: 1.11-4.23), no hospital nearby (beta = 5.17, 95% CI: 4.06-6.28), irregular LHW visits with those receiving only one visit (beta = 5.11, 95% CI: 2.63-7.59), significant gender inequality (beta = 0.98, 95% CI: 0.74-1.23) and poverty (beta = 0.42, 95% CI: 0.29-0.56) while lower vulnerability was linked to ANC at public facilities (beta = -0.72, 95% CI: 2.20-0.74) and exposure to health information through lady heath workers (beta = -4.12, 95% CI: 7.16 to -1.08).Originality/valueThis study identifies several interconnected barriers to accessing maternal health services. Many women lack the education necessary to make timely decisions, which leads to delays in attending antenatal care (ANC) visits. Additionally, the combination of educational gaps and structural factors, including poverty, often drives women to rely on traditional birth attendants for assistance. The study underscores the importance of using a variety of approaches to tackle gender inequalities, improve health knowledge and invest in women's social connections. This means building support networks, trust and sharing information, which can significantly impact women's health habits and pregnancy results.
PurposeThis study explores how teacher wellbeing is influenced across different levels of the school ecological system. Framed through the lens of basic psychological needs theory (BPNT) and Bronfenbrenner's ecological systems theory (EST), it aims to identify systemic supports and barriers to teacher wellbeing, moving beyond individual resilience narratives.Design/methodology/approachA critical realist methodology was employed to conduct a secondary analysis of six semi-structured interviews with Irish primary school teachers across educationally disadvantaged and non-disadvantaged settings. A framework-based thematic approach integrated BPNT with Bronfenbrenner's EST, enabling a layered exploration of how structural and psychological mechanisms shape teacher wellbeing across ecological levels.FindingsFindings reveal that teacher wellbeing is shaped by intersecting microsystem to chronosystem factors. Supportive leadership, collegiality and meaningful pupil relationships enhance wellbeing, while accountability pressures, workload intensification and relational conflict inhibit it. Satisfaction/frustration of one psychological need influenced others, creating positive/negative feedback loops.Research limitations/implicationsDue to the small sample and secondary analysis design, generalisability is limited. However, the research offers nuanced insight into wellbeing as an embedded, systemic experience and highlights key areas for future policy and empirical focus.Practical implicationsInsights point to the need for leadership practices and policy shifts that foster autonomy and professional trust, staff cohesion strategies and systemic safeguards for teacher wellbeing.Social implicationsTeacher wellbeing directly impacts student development and educational equity. Addressing systemic conditions can benefit whole-school ecosystems and mitigate burnout-related attrition.Originality/valueThis study uniquely integrates BPNT within EST to model teacher wellbeing as a dynamic, interdependent phenomenon, offering a practical diagnostic tool for educational reform.
