Introducing Health Literacy at the Primary School Level: A Pedagogical Model for Early Scientific and Medical Education

Abstract

Health literacy now stands as a cornerstone for lifelong well-being, yet most educational initiatives focus on adolescents or adults, neglecting the formative primary school years when foundational attitudes and habits form. This study addresses that gap by proposing a pedagogical model for introducing health literacy to children aged 6–12, with the goal of developing basic scientific understanding, health awareness, and responsible decision-making from an early age. The research draws on interdisciplinary perspectives from health science education, child psychology, and communication theory, underscoring the urgency of early intervention to reduce long-term health inequalities.

A mixed qualitative–quantitative approach was used, combining content analysis of 45 peer-reviewed publications and policy reports with thematic synthesis of case studies and pilot programs from diverse educational contexts. Data analysis identified key competencies, effective pedagogical strategies, and barriers to implementation.

The results highlight three main lines of work: (1) integration of age-appropriate health topics—hygiene, nutrition, body awareness, emotional well-being, and responsible use of healthcare services—into existing curricula; (2) adoption of innovative teaching methods such as storytelling, interactive games, role-play, and visual learning tools to make complex health concepts accessible; and (3) promotion of collaboration between educators, healthcare professionals, and families to reinforce learning in both school and home environments.

The findings show that structured, engaging, and contextually adapted health literacy education at the primary level can lay the foundation for informed, health-conscious future citizens. The conclusions of the paper discuss implications for policy, curriculum design, and sustainable cross-sector partnerships.