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Education and Health

A special issue of International Journal of Environmental Research and Public Health (ISSN 1660-4601). This special issue belongs to the section "Global Health".

Deadline for manuscript submissions: closed (31 March 2023) | Viewed by 9383

Special Issue Editor

Prof. Dr. Shutao Wang

E-Mail Website
Guest Editor
College of Education, Zhejiang University, Hangzhou 320058, China
Interests: educational equity; disadvantaged children development and education; educational policy and management

Special Issue Information

Dear Colleagues,

Personal physical and mental health lays a foundation for high-quality work and a beatific life, and the level of it serves as an essential factor affecting whether a country's society and economy can achieve long-term sustainable development. For a long time, it has been believed that increasing medical investment and improving medical conditions can enhance public health, and a growing number of studies have shown that education, income, occupation and other factors also have ripple effects on public health. Among these factors, education plays a more crucial and fundamental role. In recent years, there have been some international analyses of the relationship between education and health, but research into whether and how education can affect health still needs to be enriched.

This Special Issue calls for a series of research papers on the theme of education and health (both in physical and mental), including but not limited to：

  • Educational inequality and health;
  • Education investment and health;
  • The relationship between education system, management, environment, etc. and individual health;
  • The impact of school, family, and community education on individual healthy development.

Prof. Dr. Shutao Wang
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. International Journal of Environmental Research and Public Health is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2500 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • education inequality
  • education investment
  • school environment
  • mental health
  • physical health

Published Papers (4 papers)

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Research

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14 pages, 1199 KiB  
Article
Evaluation of Citizen Epidemic Prevention Information Literacy in the Post-Epidemic Era in Mainland China
by Quanyong Yi, Xu Liu, Shanshan Ding, Xinyue Yao and Lisha Luo
Int. J. Environ. Res. Public Health 2023, 20(6), 5226; https://doi.org/10.3390/ijerph20065226 - 22 Mar 2023
Viewed by 1517
Abstract
Improving citizen epidemic prevention information literacy is one of the most cost-efficient and important measures to improve people’s epidemic prevention abilities to effectively deal with future public health crises. Epidemic prevention information literacy is beneficial to improve individuals’ ability to deal with public [...] Read more.
Improving citizen epidemic prevention information literacy is one of the most cost-efficient and important measures to improve people’s epidemic prevention abilities to effectively deal with future public health crises. Epidemic prevention information literacy is beneficial to improve individuals’ ability to deal with public health crises in the future. By summarizing related domestic and international research, and utilizing an empirical methodology, we constructed an epidemic prevention information literacy assessment model with good reliability, validity, and model fit. The model is composed of four indicators: (1) “epidemic prevention information awareness”; (2) “epidemic prevention information knowledge”; (3) “epidemic prevention information ability”; (4) “epidemic prevention information morality”. We used the model to assess the epidemic prevention information literacy of Chinese citizens. The results showed the following: (1) the overall level of the epidemic prevention information literacy of Chinese citizens was comparatively high, however, its development was unbalanced, and the capability and moral levels of the epidemic prevention information were comparatively low; (2) the four dimensions of the epidemic prevention information literacy were different in terms of the citizens’ education levels and locations. We analyzed the probable causes of these problems, and we propose specific corresponding countermeasures. The research provides a set of methods and norms for the evaluation of citizen epidemic prevention information literacy in the post-epidemic era. Full article
(This article belongs to the Special Issue Education and Health)
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16 pages, 740 KiB  
Article
ADIDAS: An Examined Approach for Enhancing Cognitive Load and Attitudes towards Synchronous Digital Learning Amid and Post COVID-19 Pandemic
by Mostafa Aboulnour Salem and Abu Elnasr E. Sobaih
Int. J. Environ. Res. Public Health 2022, 19(24), 16972; https://doi.org/10.3390/ijerph192416972 - 17 Dec 2022
Cited by 5 | Viewed by 3143
Abstract
SARS-CoV-2 (COVID-19) has disrupted university education and turned it into distance learning for at least one semester in many countries, including the Kingdom of Saudi Arabia (KSA). However, there was an issue with university students’ cognitive load at this critical time, because education [...] Read more.
SARS-CoV-2 (COVID-19) has disrupted university education and turned it into distance learning for at least one semester in many countries, including the Kingdom of Saudi Arabia (KSA). However, there was an issue with university students’ cognitive load at this critical time, because education totally stopped for about a month and then resumed remotely. This research draws on the cognitive load theory, particularly the extraneous load, to develop an instructional design model called ADIDAS. The model includes six stages, namely: analyse (A), design (D), improve (I), do (D), Assess (A), and Share (S). Thirty-four experts in instructional technology models have reviewed the ADIDAS model in Arab university contexts, producing a consensus about its suitability for use in distance learning amid the COVID-19 pandemic. Following the consensus of the experts, the model was applied to a sample of 527 students at King Faisal University, KSA. The results confirmed significant statistical differences with a very large effect size in relation to the attitude towards synchronous digital learning (SDL) and cognitive load pre and post ADIDAS. Students had a positive attitude towards SDL and a low cognitive load during the educational process pre adoption of the ADIDAS model, compared to post ADIDAS. The current research results have numerous implications for post the COVID-19 pandemic, especially in Arab countries and similar contexts. Full article
(This article belongs to the Special Issue Education and Health)
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16 pages, 755 KiB  
Article
Moderating Effect of Gender and Engineering Identity on the Association between Interpersonal Relationships and Mental Health of Female Engineering Students
by Liang Wang, Xiangyu Zhou, Wei Wu and Aihua Chen
Int. J. Environ. Res. Public Health 2022, 19(16), 10425; https://doi.org/10.3390/ijerph191610425 - 21 Aug 2022
Cited by 3 | Viewed by 1967
Abstract
Influenced by factors such as gendered masculine culture within the engineering fields, female engineering students are facing increasing mental health issues. However, the effect of gender or engineering identity on the mental health distress of female engineering students was not well explored till [...] Read more.
Influenced by factors such as gendered masculine culture within the engineering fields, female engineering students are facing increasing mental health issues. However, the effect of gender or engineering identity on the mental health distress of female engineering students was not well explored till now. This study adds to the current body of knowledge of mental health distress in female engineering students by proposing and verifying a moderating model based on social identity theory (SIT). The data were collected in June 2022 using a cross-sectional survey questionnaire distributed at five universities in eastern China (N = 376). A stepwise multiple regression analysis was performed to understand the relation between the tension of interpersonal relationships, the mental health distress female engineering students suffer from, and their gender or engineering identity. In our sample, 13.03%, 15.96%, and 14.36% of the female engineering students self-reported moderate to extremely severe stress, anxiety, and depression, respectively. Meanwhile, our results provide empirical evidence for the significantly positive relationship between the female engineering students’ tension of interpersonal relationships and their mental health distress, including stress, anxiety, and depression. Moreover, we found that gender identity can enhance the positive relationships mentioned above, while engineering identity could weaken these relationships. These findings provide empirical evidence for the role of social identity theory in dealing with mental health problems among engineering students. Broadly, the results of this work inform that social identity and professional role identity should be considered when designing interventions to prevent mental health crises among college students. Full article
(This article belongs to the Special Issue Education and Health)
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Review

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8 pages, 295 KiB  
Review
Navigating through COVID-19 Pandemic Period in Implementing Quality Teaching and Learning for Higher Education Programmes: A Document Analysis Study
by Charity Ngoatle, Tebogo M. Mothiba and Modikana A. Ngoepe
Int. J. Environ. Res. Public Health 2022, 19(17), 11146; https://doi.org/10.3390/ijerph191711146 - 05 Sep 2022
Cited by 5 | Viewed by 1981
Abstract
Background: The COVID-19 pandemic worldwide, has caused a swift change in the higher education system giving way to a rise in instituting multimodal teaching and learning approaches. These approaches have demonstrated an inadequate capacity for multimodal teaching, particularly through online instruction by many [...] Read more.
Background: The COVID-19 pandemic worldwide, has caused a swift change in the higher education system giving way to a rise in instituting multimodal teaching and learning approaches. These approaches have demonstrated an inadequate capacity for multimodal teaching, particularly through online instruction by many institutions. The Department of Higher Education in South Africa did its utmost best to equip the institutions with the required resources to continue with the provision of education. Methods: A descriptive qualitative research design was followed in the study. The study data source included the South African government’s COVID-19 regulations relating to higher education and training. The purposive sampling method was used to select (8) several government documents relating to the regulation of COVID-19 in higher education and training institutions Document analysis technique was used to collect data from the COVID-19 pandemic regulation documents. Results: the study showed that most HEIs in South Africa adhere to safety measures, ensure business continuity in teaching and learning, continued with the distribution of National Student Financial Aid Scheme (NSFAS) allowances as allocated by the government, and followed procedures for returning certain categories of students on campuses during the COVID-19 pandemic. Conclusions: The study has evaluated the support for quality higher education teaching and learning during the pandemic period in South Africa. The study, therefore, recommends the continuing of online teaching as part of blended learning so that institutions could always be ready should situations like this occurs again in the future and above be in sync with digital transformation. Full article
(This article belongs to the Special Issue Education and Health)
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