The purpose of this study was to explore Japanese undergraduate students’ transformative learning experiences during an eHealth literacy workshop. Grounded in transformative learning theory, the study employed a descriptive qualitative approach using an explanatory case study design. Six undergraduate students who participated in the workshop completed a demographic questionnaire and a semi-structured interview. Data were analyzed using the constant comparative method, resulting in three major themes: (Theme I) learning about searching strategies to identify problematic assumptions, (Theme II) task-oriented learning to develop evaluation skills, and (Theme III) necessity of learning eHealth literacy for students who live alone. The findings emphasize the importance of prioritizing eHealth literacy in Japanese universities to prevent students from engaging in risky health information practices. Therefore, we hope the findings will contribute to the development of both formal and informal eHealth literacy education in Japanese universities, enhancing students’ capacity to become effective and responsible seekers of online health information.

View full abstract