Beyond health knowledge and behavioural skills
Reimagining health education as autonomy development
Bibliographic Data
| ID | 21323905 |
|---|---|
| Authors | Shan Li (0000-0002-3095-3721, Lehigh University, corresponding author) |
| Year | 2025 |
| Volume | 84 |
| Issue | 7 |
| Pages | 829-840 |
| Publication date | 2025-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Health Education Journal (JOURNAL) |
| Journal identifiers | ISSN: 0017-8969 • E-ISSN: 1748-8176 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/00178969251358065 |
| OpenAlex | W4412391131 |
| Language | EN |
| References cited | 30 |
Purpose: This discussion paper critically examines the underlying assumptions of a range of conventional health education theories. It proposes a fundamental shift towards a self-directed learning (SDL) approach that reconceptualises health education as autonomy development rather than behaviour modification. Methods: We conducted a comparative analysis of six influential health behaviour theories, including the Health Belief Model, the Transtheoretical Model, Social Cognitive Theory, the Theory of Planned Behaviour, the Theory of Reasoned Action and the Information-Motivation-Behavioural-Skills Model. We examined their key components, core assumptions and prescribed educator roles. We then mapped SDL principles onto the World Health Organization’s (WHO) seven core health educator responsibilities to operationalise these as an alternative paradigm. Findings: In today’s digital landscape where health information is abundant yet of varying quality, conventional health education theories are limited in addressing contemporary needs. This paper examines how professional health educators can facilitate comprehensive autonomy development through SDL approaches. The SDL framework encompasses not only critical thinking skills but also the full cycle of autonomous learning processes, including self-assessment, goal-setting, planning, implementation, monitoring, reflection and adaptive problem-solving. This systematic approach to developing learner autonomy through professional health education practice fills an important gap in the literature and aims to develop individuals capable of independently navigating complex health landscapes throughout their lifespans. Conclusions: The SDL approach transforms health education from behaviour change to autonomy development, requiring health educators to shift from being authoritative experts to learning facilitators. This transformation suggests new directions for professional training, educational materials, evaluation strategies, and interdisciplinary collaboration
Autonomy · Health education · Political science · Public health · Health Literacy and Information Accessibility · Medicine · Mobile Health and mHealth Applications · Nursing · Psychology · School Health and Nursing Education
Health Behavior Theory and cumulative knowledge regarding health behaviors
Health information seeking in the digital age
The Information‐Motivation‐Behavioral Skills Model
The Use of Theory in Health Behavior Research from 2000 to 2005
Patient empowerment
The Transtheoretical Model of Health Behavior Change
Health literacy as a public health goal
Health Education Specialist Practice Analysis II 2020
The theory of planned behavior
Self-directed learning
| Citation velocity | historical |
|---|---|
| Highly cited | No |