Volume 29, Issue 4 (Iran South Med J 2026)
Iran South Med J 2026, 29(4): 247-266 |
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Ziapour A, Khazaei M R, Niromand E, Ramezani G. Transforming the Health of Iranian Students by Integrating the Skill-Based Self-Care Course in-to the Educational System: an Evidence-Based Approach. Iran South Med J 2026; 29 (4) :247-266
URL: http://ismj.bpums.ac.ir/article-1-2646-en.html
URL: http://ismj.bpums.ac.ir/article-1-2646-en.html
1- Cardiovascular Research Center, Health Policy and Promotion Institute, Kermanshah University of Medical Sciences, Kermanshah, Iran & Research Center for Environmental Determinants of Health (RCEDH), Health Institute, Kermanshah University of Medical Sciences, Kermanshah, Iran
2- Fertility and Infertility Research Center, Health Technology Institute, Kermanshah University of Medical Sciences, Kermanshah, Iran
3- Center for Educational Research in Medical Sciences (CERMS), Department of Medical Education, School of Medi-cine, Iran University of Medical Sciences, Tehran, Iran ,ramazani.g@iums.ac.ir
2- Fertility and Infertility Research Center, Health Technology Institute, Kermanshah University of Medical Sciences, Kermanshah, Iran
3- Center for Educational Research in Medical Sciences (CERMS), Department of Medical Education, School of Medi-cine, Iran University of Medical Sciences, Tehran, Iran ,
Abstract: (418 Views)
Background: Iran is experiencing an increase in lifestyle-related risk factors among students, including overweight and obesity, physical inactivity, musculoskeletal problems, and high-risk health behaviors. Although healthis addressed in educational policies, current school-based health education is largely fragmented and theoretical, lacking a cohesive framework for cultivating self-care skills. This policy brief was developed to identify the existing policy gaps and propose strategies for integrating skill-based self-care education into Iran’s formal education system.
Materials and Methods: This policy brief is based on a targeted, comparative evidence review grounded in an evidence-based policymaking framework. A comprehensive literature search was performed in IranMedex, MagIran, SID, IranDoc, PubMed, Scopus, and Web of Science databases for studies published between 2021 and 2025. Google Scholar was used to identify relevant studies, supplementary citations, and gray literature. Additionally, national policy documents and reports from the World Health Organization (WHO), the Organization for Economic Cooperation and Development (OECD), and selected countries were reviewed for relevant information.
Results: Findings reveal significant, persistent health-related risk factors among Iranian students and a substantial structural deficit in school-based self-care education. Existing education lacks a cohesive, longitudinal, and competency-based framework necessary to translate health knowledge into daily practice. Comparative analysis of models from Japan, Finland, and Australia shows that structured, skill-oriented, and school-based approaches can contribute to the promotion of healthy behaviors, health literacy, psychosocial competencies, and long-term health outcomes. Three policy options were identified: maintaining the status quo, implementing a pilot self-care program in select schools, or implementing a nationwide skill-based self-care curriculum. Comparative evaluation among the options identified the pilot implementation as the most balanced option in terms of feasibility, risk mitigation, capacity to generate local evidence, and cultural adaptability.
Conclusion: The Iranian education system must transition from fragmented and primarily knowledge-based health curriculum to an integrated, progressive, and longitudinal approach focused on self-care competencies. However, given the limited direct empirical evidence in Iran and the contextual differences between international models and Iran’s educational system, immediate nationwide implementation of this policy under the current conditions remains premature. Consequently, adopting a phased and assessment-based approach offers a robust and pragmatic foundation for future decision-making and policy formulation.
Materials and Methods: This policy brief is based on a targeted, comparative evidence review grounded in an evidence-based policymaking framework. A comprehensive literature search was performed in IranMedex, MagIran, SID, IranDoc, PubMed, Scopus, and Web of Science databases for studies published between 2021 and 2025. Google Scholar was used to identify relevant studies, supplementary citations, and gray literature. Additionally, national policy documents and reports from the World Health Organization (WHO), the Organization for Economic Cooperation and Development (OECD), and selected countries were reviewed for relevant information.
Results: Findings reveal significant, persistent health-related risk factors among Iranian students and a substantial structural deficit in school-based self-care education. Existing education lacks a cohesive, longitudinal, and competency-based framework necessary to translate health knowledge into daily practice. Comparative analysis of models from Japan, Finland, and Australia shows that structured, skill-oriented, and school-based approaches can contribute to the promotion of healthy behaviors, health literacy, psychosocial competencies, and long-term health outcomes. Three policy options were identified: maintaining the status quo, implementing a pilot self-care program in select schools, or implementing a nationwide skill-based self-care curriculum. Comparative evaluation among the options identified the pilot implementation as the most balanced option in terms of feasibility, risk mitigation, capacity to generate local evidence, and cultural adaptability.
Conclusion: The Iranian education system must transition from fragmented and primarily knowledge-based health curriculum to an integrated, progressive, and longitudinal approach focused on self-care competencies. However, given the limited direct empirical evidence in Iran and the contextual differences between international models and Iran’s educational system, immediate nationwide implementation of this policy under the current conditions remains premature. Consequently, adopting a phased and assessment-based approach offers a robust and pragmatic foundation for future decision-making and policy formulation.
Keywords: Self Care, Noncommunicable Diseas-es, Adolescent Health, School Health Services, Health Education, Curriculum, Health Policy, Health Promotion, Students
Original: Policy Brief |
Subject:
Policy Summary
Received: 2025/12/16 | Accepted: 2026/08/29 | Published: 2026/09/26
Received: 2025/12/16 | Accepted: 2026/08/29 | Published: 2026/09/26
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