Analysis of Digital Health Literacy Regarding Healthy Hydration Habits in University Students

Abstract

Given the low levels of Digital Health Literacy and limited Scientific Knowledge concerning well-being, this study analyzed Healthy Hydration Habits and assessed the effect of an educational intervention, using active and collaborative methods, on the Digital Health Literacy and Scientific Knowledge in a small convenience sample of Primary Education Degree students (n=29). A exploratory quasi-experimental quantitative with qualitative interpretative categorization of score levels was conducted, with pre–post intervention without a control group. Standardized questionnaires was employed, including eHEALS for Digital Health Literacy and a custom questionnaire for Healthy Hydration Habits based on international recommendations, alongside scientific databases and an educational website. Findings indicated that male students exhibited more positive water consumption habits, while female students demonstrated insufficient intake. Following the intervention, Digital Health Literacy improved from a Problematic to a Sufficient level, and Scientific Knowledge related to hydration reached an Excellent level. These findings suggest that active, collaborative educational interventions supported by validated digital tools are associated with improvements in the digital professional competencies of future teachers. Expanding initial teacher-training programs focused on health and well-being promotion is therefore recommended.