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Background <p>Health literacy is a dynamic and multidimensional concept. Examining health literacy among higher education students and teachers is crucial for promoting informed health decisions and encouraging healthier behaviors. Our study aimed to measure health literacy among higher education students and teachers, assess the impact of sociodemographic variables, and compare health literacy levels between these groups.</p> Methods <p>This study is a Portuguese Academic Health Literacy Network (RALS) project. Data were collected via a questionnaire, including the HLS-EU-Q16 and sociodemographic and health information-seeking behavior items. The statistical analyses involved descriptive statistics and binary logistic regression. The executive boards of the participating universities and polytechnic institutes were initially informed about the objectives of the study and the prior approval obtained from an ethics committee. We then requested that the institutions use their official email databases to distribute invitations to students and teachers to complete the online questionnaire.</p> Results <p>The sample consisted of 5,798 students and 1,823 teachers. The majority were women, with students predominantly aged 20–30&#xa0;years and teachers mostly over 40&#xa0;years. Compared with students, teachers presented higher health literacy levels (<i>p</i> &lt; 0.001). Specifically, 45.0% of the students and 31.5% of the teachers had inadequate or problematic health literacy. Graduate students and PhD-holding teachers had superior literacy scores (<i>p</i> &lt; 0.001). Economic sufficiency (highest OR: students 2.708; teachers 3.310) and self-health perception positively influenced health literacy (highest OR: students 1.974; teachers 2.284), whereas nonhealthy fields decreased the likelihood of positive health literacy (lowest OR: students 0.583; teachers 0.456). For students, age and educational level were significant factors for positive literacy levels, whereas for teachers, professional background in health was key. Sex and chronic disease presence were not significant for either group.</p> Conclusions <p>The study highlights a meaningful portion of students with inadequate health literacy (45%). Socioeconomic factors, including education and economic resources, significantly influence health literacy. Additionally, involvement in health-related fields and better self-assessed health correlate with higher health literacy. These findings underscore the need for targeted interventions and training to enhance health literacy across the academic community.</p>

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Health literacy of the higher education community in a European country: a cross-sectional survey

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月20日

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  • Pedro L. Ferreira,
  • Carminda Morais,
  • Rui Pimenta,
  • Inês Ribeiro,
  • Sandra M. Alves,
  • Ana R. Pedro,
  • Ana Escoval,
  • Teresa Albuquerque,
  • Odete Amaral,
  • Mário Araújo,
  • Victor Assunção,
  • Paula Azevedo,
  • Carla Balseiro,
  • Isabel Barroso,
  • Edgar Canais,
  • Ana Canhestro,
  • Margarida Cerqueira,
  • Emília Costa,
  • Dulce Cruz,
  • Hélia Dias,
  • Maria da Conceição Farinha,
  • Adília Fernandes,
  • Inês Gago Rodrigues,
  • Ana Paula Gato,
  • Sandra Graça,
  • Luís Luís Soares,
  • Isabel Monteiro,
  • Maria João Monteiro,
  • Carla Nunes†,
  • Alcinda Reis,
  • Mara Rocha,
  • Sofia Roque,
  • Rafaela Rosário,
  • Maria José Silva,
  • Henrique Soares Luís,
  • Sandra Xavier

摘要

Background

Health literacy is a dynamic and multidimensional concept. Examining health literacy among higher education students and teachers is crucial for promoting informed health decisions and encouraging healthier behaviors. Our study aimed to measure health literacy among higher education students and teachers, assess the impact of sociodemographic variables, and compare health literacy levels between these groups.

Methods

This study is a Portuguese Academic Health Literacy Network (RALS) project. Data were collected via a questionnaire, including the HLS-EU-Q16 and sociodemographic and health information-seeking behavior items. The statistical analyses involved descriptive statistics and binary logistic regression. The executive boards of the participating universities and polytechnic institutes were initially informed about the objectives of the study and the prior approval obtained from an ethics committee. We then requested that the institutions use their official email databases to distribute invitations to students and teachers to complete the online questionnaire.

Results

The sample consisted of 5,798 students and 1,823 teachers. The majority were women, with students predominantly aged 20–30 years and teachers mostly over 40 years. Compared with students, teachers presented higher health literacy levels (p < 0.001). Specifically, 45.0% of the students and 31.5% of the teachers had inadequate or problematic health literacy. Graduate students and PhD-holding teachers had superior literacy scores (p < 0.001). Economic sufficiency (highest OR: students 2.708; teachers 3.310) and self-health perception positively influenced health literacy (highest OR: students 1.974; teachers 2.284), whereas nonhealthy fields decreased the likelihood of positive health literacy (lowest OR: students 0.583; teachers 0.456). For students, age and educational level were significant factors for positive literacy levels, whereas for teachers, professional background in health was key. Sex and chronic disease presence were not significant for either group.

Conclusions

The study highlights a meaningful portion of students with inadequate health literacy (45%). Socioeconomic factors, including education and economic resources, significantly influence health literacy. Additionally, involvement in health-related fields and better self-assessed health correlate with higher health literacy. These findings underscore the need for targeted interventions and training to enhance health literacy across the academic community.