Validation of Personal, Environmental, and Social Health Education in Primary Schools in Islamshahr County Under Conditions of Energy Imbalance

Personal, environmental, and social health education in primary schools is recognized as a fundamental component in promoting the health of students and society. With a descriptive-analytical approach, this mixed-method (quantitative-qualitative) study aimed to validate personal, environmental, and social health education in primary schools of Islamshahr County under energy imbalance conditions. Data were collected using quantitative methods (standardized questionnaires) and qualitative methods (content analysis, semi-structured interviews with students, teachers, administrators, and parents, and field observations of educational environments). The results were evaluated based on validity, reliability, and credibility indicators. The validity of the tools was confirmed using Cronbach's alpha (۰.۸۷) and content validity. Qualitative data from interviews and observations were analyzed using qualitative content analysis. Thematic coding was conducted using MAXQDA software, extracting key concepts such as infrastructural limitations and family participation, and categorizing data to identify main themes and related patterns. Quantitative data from questionnaires were analyzed using statistical software (e.g., SPSS-۲۶) and descriptive (mean, standard deviation) and inferential statistical methods (independent t-tests, ANOVA, linear regression, and variance analysis). Data integration was performed through triangulation to enhance the internal validity of the findings. The findings revealed that health education programs under energy imbalance conditions face challenges such as resource shortages, insufficient teacher training, and inadequate family participation. However, targeted educational programs and the use of innovative teaching methods can improve the effectiveness of these programs. Personal, environmental, and social health education plays a vital role in enhancing the health of students and society. Health, as a cornerstone of sustainable community development, has always been a focus for policymakers, planners, and professionals in education and healthcare. Schools, as educational and training institutions, play an irreplaceable role in shaping the health and social behaviors of students. Health education in primary schools not only promotes individual health but also fosters a healthy and dynamic society by emphasizing environmental and social health. Energy imbalance, defined as the disparity between energy supply and demand, has direct and indirect impacts on the quality of education and health in schools in this region. These conditions can lead to reduced access to educational resources, declining quality of learning environments, and limitations in implementing health programs. Therefore, validating personal, environmental, and social health education programs in primary schools of Islamshahr under such conditions is of particular importance.Personal, environmental, and social health education in primary schools is recognized as a fundamental component in promoting the health of students and society. With a descriptive-analytical approach, this mixed-method (quantitative-qualitative) study aimed to validate personal, environmental, and social health education in primary schools of Islamshahr County under energy imbalance conditions. Data were collected using quantitative methods (standardized questionnaires) and qualitative methods (content analysis, semi-structured interviews with students, teachers, administrators, and parents, and field observations of educational environments). The results were evaluated based on validity, reliability, and credibility indicators. The validity of the tools was confirmed using Cronbach's alpha (۰.۸۷) and content validity. Qualitative data from interviews and observations were analyzed using qualitative content analysis. Thematic coding was conducted using MAXQDA software, extracting key concepts such as infrastructural limitations and family participation, and categorizing data to identify main themes and related patterns. Quantitative data from questionnaires were analyzed using statistical software (e.g., SPSS-۲۶) and descriptive (mean, standard deviation) and inferential statistical methods (independent t-tests, ANOVA, linear regression, and variance analysis). Data integration was performed through triangulation to enhance the internal validity of the findings. The findings revealed that health education programs under energy imbalance conditions face challenges such as resource shortages, insufficient teacher training, and inadequate family participation. However, targeted educational programs and the use of innovative teaching methods can improve the effectiveness of these programs. Personal, environmental, and social health education plays a vital role in enhancing the health of students and society. Health, as a cornerstone of sustainable community development, has always been a focus for policymakers, planners, and professionals in education and healthcare. Schools, as educational and training institutions, play an irreplaceable role in shaping the health and social behaviors of students. Health education in primary schools not only promotes individual health but also fosters a healthy and dynamic society by emphasizing environmental and social health. Energy imbalance, defined as the disparity between energy supply and demand, has direct and indirect impacts on the quality of education and health in schools in this region. These conditions can lead to reduced access to educational resources, declining quality of learning environments, and limitations in implementing health programs. Therefore, validating personal, environmental, and social health education programs in primary schools of Islamshahr under such conditions is of particular importance.

کلیدواژه ها:

Personal health education ، environmental health education ، social health education