Integration of digital technologies in the development of health literacy among higher education students

Health literacy has become an essential component of personal well-being and professional competence, particularly in the context of the digital transformation of higher education. This study aims to investigate the effectiveness of integrating digital technologies into the development of health literacy among higher education students during their professional training. The research employed a quasi-experimental design combining theoretical, empirical, and statistical methods. The empirical study involved 161 higher education students divided into a control group (80 participants) and an experimental group (81 participants). Data were collected through questionnaires and surveys designed to assess three components of health literacy: value-motivational, cognitive, and activity. During the formative stage of the experiment, the experimental group was exposed to a set of pedagogical conditions supported by digital technologies, including online learning platforms, learning management systems, webinars, digital communication tools, and mobile health applications. Statistical analysis was conducted using the Pearson chi-square test to determine the significance of differences between groups. The results demonstrated statistically significant improvements in the level of health literacy among students in the experimental group compared with the control group. The findings indicate that the systematic integration of digital technologies into the educational process contributes to the development of health literacy competencies and supports the formation of health-preserving behaviors among future specialists in higher education.