Community-based Education Research Articles

Socialization of the Use of Healthy Social Media to Anticipate Cyberbullying at the Situ Rompong Reading Park

This activity aims to increase children's understanding of the dangers of cyberbullying through outreach at the Siturompong Reading Park. The methods used include interactive socialization, case studies, and educational games to create a learning atmosphere that is fun and easy to understand. The results show an increase in children's understanding of the negative impacts of cyberbullying and how to recognize and prevent it. This activity succeeded in building digital literacy in children and strengthening the role of reading parks as community-based education centers.

Community-based education using tempeh nugget modules to increase plant-based protein consumption in preventing stunting

Stunting remains a serious public health issue in Indonesia, including in Karangmuncang Village, Cigandamekar District, Kuningan Regency. One potential solution to this nutritional problem is increasing the consumption of plant-based foods, such as tempeh. This study aims to evaluate the effectiveness of an educational module based on tempeh nuggets in increasing plant-based protein consumption among housewives with children under five in Karangmuncang. The research used a quasi-experimental design with pre-test and post-test, involving 60 randomly selected respondents. The research instrument consisted of a questionnaire with five main sections: demographic data (age, education, employment, number of children, family income), knowledge about plant-based foods (definition, sources, benefits, and their role in preventing stunting), attitudes toward plant-based consumption (confidence, willingness to try tempeh, and perception of food variety), plant-based consumption behavior (frequency, processing method, and frequency of cooking tempeh), and acceptance of tempeh nuggets (interest, taste assessment, routine consumption plan, and perception of benefits). After four weeks of educational intervention, data were analyzed using the paired T-test for knowledge, the Wilcoxon Signed-Rank test for attitudes and acceptance, and the Chi-Square test for tempeh consumption behavior. The results showed a significant increase in knowledge, attitudes, consumption behavior, and acceptance of tempeh nuggets (p < 0.05). These findings suggest that the educational module effectively increases awareness and adoption of plant-based protein foods in the community. Future research should involve larger sample sizes, extended intervention periods, and explore other factors influencing behavior change.

Non-adherence to antenatal iron supplementation and its determinants among pregnant women in 35 sub-saharan African countries: a generalized linear mixed-effects modeling with robust Poisson regression analysis

BackgroundDespite the integration of iron supplementation into routine antenatal care programs as a nutritional intervention to prevent anemia in pregnant women, the use of this supplement for the recommended duration remains low in sub-Saharan Africa (SSA). Evidence on maternal compliance with iron supplementation at the SSA level is lacking and most of the previous studies have been limited to specific geographic areas. Therefore, the current study used large population survey data from 35 SSA countries to estimate the pooled prevalence of non-adherence and its determinants.MethodsA secondary analysis was conducted using data from the demographic and health surveys across 35 SSA countries. After excluding women with missing data on the outcome variable, a weighted sample of 158,941 women who received iron supplementation during their recent pregnancy was included in the analysis. Forest plot was used to present the pooled and country-level rates of non-adherence to antenatal iron supplementation. A multilevel mixed-effects Poisson regression with robust variance was done to identify determinants of non-adherence.ResultsThe pooled prevalence of non-compliance to iron supplementation in SSA was 65.1% [95% CI: 64.9 − 65.3%], with the lowest level in Zambia (18%) and the highest in Burundi (97%). The analysis revealed that living in rural areas (aPR: 1.16, 95% CI: 1.13–1.19), lack of access to mass media (aPR: 1.10, 95% CI: 1.09–1.12), low household wealth (aPR: 1.11, 95% CI: 1.09–1.14), late (aPR: 1.19, 95% CI: 1.17–1.20) and frequent ANC visit (aPR: 1.28, 95% CI: 1.26, 1.29), women’s employment status (aPR: 1.05, 95% CI: 1.03–1.06), husband illiteracy (aPR: 1.12, 95% CI: 1.10–1.13), and distance to a health facilities (aPR: 1.03, 95% CI: 1.01–1.05) were associated higher prevalence of non-adherence. Conversely, older maternal age was associated lower prevalence of non-compliance (aPR: 0.96, 95% CI: 0.94–0.97).ConclusionMore than six out of ten pregnant women in SSA do not take iron supplements for the recommended period, with substantial variations across the countries. The level of non-adherence was significantly varied by women’s sociodemographic and reproductive characteristics. This urges the need for strengthening community health interventions and other existing programs to reach women in rural and economically disadvantaged settings. Furthermore, promoting antenatal care services through mass media and community-based health education strategies is key for scaling up the utilization of the supplement. Our results also suggest the importance of establishing the community-based distribution of iron supplements to address women with limited access to the healthcare system.

Using "make a match" methods for improving knowledge and preventive attitudes toward flour albus among adolescent

Reproductive health issues remain prevalent among adolescents due to limited access to information. Fluor albus is a common concern among women. Global surveys indicate that approximately 75% of women experience at least one episode of abnormal vaginal discharge during their lifetime. Promotive and preventive interventions, including targeted health education, are crucial to improve adolescents' knowledge and attitudes regarding reproductive health and hygiene. This study investigated the effectiveness of the "Make a Match" educational method in enhancing knowledge and attitudes about leukorrhea prevention among adolescent girls. This quasi-experimental pre-posttest control group study examined the impact of the "Make a Match" method. The study population comprised female adolescents in Sitinjak Sub-district, South Tapanuli Regency. A total sample of 30 participants was recruited using total sampling. Data were collected using questionnaires, posters, and leaflets. Data analysis involved paired t-tests and Wilcoxon signed-rank tests. The results of the Wilcoxon tests revealed statistically significant differences in knowledge and attitude scores before and after the intervention (p < 0.001 for both variables). These findings demonstrate a significant improvement in both knowledge and attitudes related to leukorrhea prevention following the "Make a Match" health education intervention (p < 0.05). In conclusion, this study provides evidence that the "Make a Match" health education method effectively enhances knowledge and attitudes regarding leukorrhea prevention among adolescent girls. These findings underscore the need for enhanced community-based health education programs, particularly for adolescents, focusing on reproductive health.

Risk Perception in the Nigua River Basin: Key Determinants and Policy Implications

The Nigua River basin in the Dominican Republic is a critical hydrographic area facing significant environmental challenges, including deforestation, soil erosion and pollution from mining and agricultural activities. This study explores the role of risk perception among local residents in shaping policies for the basin’s sustainable management. The research aims to identify the factors influencing risk perception and propose actionable strategies to improve environmental governance in the region. A “perceived risk profile” methodology was applied, using survey data from 1223 basin residents. The analysis identified key variables that influence risk perception, including demographic factors such as education, gender, and place of residence. The findings reveal that risk underestimation correlates with low awareness of risks, uncertainty about the origins of disasters, fatalism toward natural events, and low trust in institutions. In contrast, risk over-estimation is linked to infrequent risk communication, heightened catastrophism and a strong emphasis on the benefits of environmental protection. The study also highlights significant regional differences in risk perception, with residents of the lower basin exhibiting higher perceptions of risk due to cumulative pollution and frequent disaster impacts. Based on these insights, the study recommends targeted strategies to bridge risk perception gaps, including tailored risk communication, community-based environmental education and stronger institutional trust-building initiatives, all aimed at fostering more effective and inclusive environmental governance in the Nigua basin.

Empowerment of Women Former Migrant Workers Through Community-Based Education: a Case Study of The Community of Desa Peduli Buruh Migran (DESBUMI)

This research explores the empowerment process for women former migrant workers through community-based education in the Desa Peduli Buruh Migran (DESBUMI) community in Jember Regency, Indonesia. It aims to examine community-based empowerment concepts and strategies to inform policies supporting women former migrant workers. Using a qualitative case study approach, data were gathered through observations, in-depth interviews, and documentation, followed by analysis through data reduction, presentation, and verification. The findings outline three empowerment stages: awareness, capacity building, and empowerment. In capacity building, an experiential learning cycle is used, tailored to the potential and needs of these women. Community interactions foster collective learning and mutual support, enhancing knowledge, skills, participation, and economic independence among former migrant workers. Additionally, the DESBUMI community provides a strategic platform for promoting local economic development. The research concludes that community-based education effectively strengthens both individual capacity and social networks, suggesting this model as a viable framework for empowering women in similar migrant worker communities across Indonesia.

Integrating Clinical Presentation with Patient Encounter Experience and Community-Based Activities in the Pre-clerkship Curriculum. An Example of a Framework for Design, Implementation, and Evaluation

AbstractThe urgent need to enhance medical students’ clinical problem-solving skills even in the pre-clerkship phase ushered in several initiatives in the medical school curriculum. One of such initiative is the introduction of clinical presentation activities combined with patient encounter experience and community-based activities in the first year of medical school. The study described the design, implementation, and evaluation of a medical school curriculum that integrates clinical presentation activities with patient encounter experience and a community-based educational program. For the clinical presentation, a two-tailed, Student’s t-test showed a significant and higher performance in the summative assessments when compared with the formative assessment (P < 0.01). The KR-20 value for the reliability was between 0.69 and 0.92. For the patient interaction experience and community-based stroke education program, medical students demonstrated a significant (P < 0.05) higher perception of their experience in all assessment categories in the post-test evaluation. An integrated curriculum that allows students to directly interact with patients, families, and community members may add a positive context and engagement experience to make a difference in the education of future physicians.

Exploring the impact of the Global Community-Based Education (G-CBE) program at the University of Global Health Equity (UGHE), Rwanda: insights from the inaugural cohort

Background and contextCommunity-Based Education (CBE) integrates practical experiences within community settings to deepen students’ understanding of real-world issues. In July 2023, the University of Global Health Equity (UGHE) launched the Global Community-Based Education (G-CBE) program, designed to immerse international students in diverse settings across Rwanda and enhance their grasp of social determinants of health, community health and social medicine.ObjectivesThis study explores the experiences and perceptions of the first cohort of the G-CBE program at UGHE. It aims to evaluate how the program influenced the learning, career development, and understanding of community health for the 10 participating students.MethodsQualitative methods were employed, including 10 in-depth interviews (IDIs) to gather insights into the participants’ experiences and the perceived benefits of the G-CBE program.Key findingsStudents reported gaining a comprehensive understanding of social determinants of health, developing a strong appreciation for community-driven approaches, and acquiring practical skills through hands-on experiences. The program also broadened their global health perspective and heightened their awareness of health inequities.ConclusionThe findings underscore the significance of immersive community-based learning in global health education. The students’ experiences will inform ongoing improvements to the G-CBE program, enhancing its effectiveness in preparing future health professionals.

Exploration of global community-based medical education curricula: a scoping review

Background: Community-Based Medical Education (CBME) offers learning and training for medical students in the community setting. This scoping review aimed to describe the characteristics of the CBME curriculum delivered to medical undergraduates globally and to summarize the reported outcomes and impacts. Material and methods: A scoping review was carried out to address the study objectives, using the five-step methodological framework of H. Arksey and L. O’Malley. Published articles on CBME were retrieved using a systematically prebuilt search strategy applying Boolean operators. These search parameters were: no time limit; articles published other than on the medical profession; review articles; and non-English language articles which were excluded. PRISMA-ScR checklist was followed for reporting. Results: Of the 36 articles selected for scoping review, 17 (47.2%) were published between 2010 and 2020; 13 (36.1%) were from the South-East Asian region; and 18 (50%) were descriptive. Cognitive component on health issues was commonly taught (55.6%), 44.4% had CBME in multiple semesters, taught by the Community Medicine faculty, and each had a family survey as a teaching method. Taught in a rural setting among 83.4% of studies, 27.8% had CBME exposure throughout the course, and 47.2% were posted at primary health care. The most common formative and summative assessments were reflections/feedback, and presentations (19.4% each). Conclusions: The components of CBME curricula vary widely across the globe, shaped by the specific contexts of the universities and countries in which they are implemented. Recognizing and understanding these diverse approaches is essential for designing CBME curricula that are holistic, context-specific, and effectively tailored to meet local needs.

Developing a framework for community childcare doctors to support community-based parental health education in preventing unintentional injuries among children aged below 6 years: a grounded theory exploration in eastern China

ObjectiveUnintentional injuries are a major threat to children’s health. Community-based health management services, which include the prevention of unintentional injuries among children aged 0–6 years, are important basic national public...

Enhancing Primary Care by Investing in Interprofessional Education: The SPLICE Project.

The System-transforming, Patient centered Longitudinal Interprofessional Community-based Education (SPLICE) Initiative was a Health Resources and Services Administration (HRSA) funded project designed to educate and train health professions learners in team-based primary care within a clinical environment. The SPLICE project team developed multiple learning activities including case studies and simulations that integrated the IPEC Core Competencies within clinical scenarios. The interprofessional aspects were also modeled by faculty facilitators from different professions. Each activity was thoroughly evaluated by the learners using mixed methods processes including data from retrospective pretest-posttest self-assessments, open-ended surveys, and focus groups. Faculty, staff, and learners invested countless hours of volunteer time due to the enthusiasm and passion for the work supported with HRSA funding to implement and evaluate the SPLICE initiative. Outcomes include the development of an enhanced primary care simulation template; the creation of 21 unique primary care simulations that integrated the IPEC competencies; improved confidence and competence in over 700 learners; over 110 faculty trained in simulation and debriefing skills; clinical skills training for Federally Qualified Health Center (FQHC) staff; improved quality improvement processes at a local FQHC; and a high rate of retention of the graduates in primary care. This project demonstrated a significant return on the investment beyond the initial HRSA funding.

Plastic Waste Management Strategies to Reduce Negative Impacts on the Environment and Human Health in Padang City

Plastic waste has become one of the major problems threatening the environment and human healthIn Indonesia, the use of plastics in daily life, such as shopping bags, water bottles, and food packaging, contributes greatly to the increasing amount of plastic waste (Ditjen PPKL, 2018). This research aims to analyse effective plastic waste management strategies to reduce negative impacts on the environment. The research uses a mixed-method approach, a combination of quantitative and qualitative methods, to gain a comprehensive understanding of the condition of plastic waste and identify the factors that influence the effectiveness of such management. This method is relevant for evaluating waste management policies, the role of the community, and the application of environmentally friendly technologies. This study will be conducted in several areas that have high plastic waste production rates, such as urban, coastal, and areas with community-based waste management initiatives. The results show that community awareness level participation in recycling high 60% p = 0.001 This shows that environmental education is very important to increase community participation. Community-based education is needed to raise this awareness. A massive education campaign is needed, involving community leaders to strengthen positive social norms.

Honoring practices of community-based educators: lessons learned from the collaborative design of a creative mobile app

ABSTRACT This paper shares reflections and stories from a collaborative design process between the Lifelong Kindergarten group at the MIT Media Lab and a global network of community-based educators to develop a creative coding app called OctoStudio, which supports children and families to create and share interactive projects on mobile devices. The app design is grounded in practices that community-based educators who are primarily from the Global South have developed around strengths, needs, and interests of children and their communities, as well as constraints and affordances of local infrastructure. We use the lens of minimal computing – which focuses on community context and constraints in decisions about technology – to describe our collaborative work on OctoStudio. We describe trade-offs involved in the design decisions, and highlight insights from the process of collaboration to develop tools and practices that are more responsive and meaningful to communities who are often excluded from design decisions that impact them.

교육에서 글로컬 개념에 대한 고찰

The term glocal, a blend of "global" and "local," is increasingly prevalent in educational settings and policies. However, its meaning and pedagogical implications remain underexplored. This study aims to analyze the concept and applications of glocal in education to establish a foundational framework for glocal education. To achieve this, the study first examines the concept of glocalization and then analyzes its usage in education through media reports and prior research. Prior studies predominantly focused on two areas: using glocal as a keyword and exploring "glocal competencies." Media analysis revealed that glocal is often associated with universities outside the metropolitan area and government-initiated policies, such as the “Glocal University 30” initiative. This research defines glocal education as "education that fosters glocal competencies—such as global citizenship, understanding and engagement with local communities, and contributing to humanity and the broader community—based on regional and local contexts." Glocal competencies include global citizenship, understanding and engagement with local communities, community-mindedness, multicultural competence, and global skills. In education, glocal is actively practiced in higher education but is also applicable to school education, community-based education, and lifelong learning. It can be approached from the perspective of global citizenship education rooted in regions and places. Glocal applies to all regions and should not remain merely as a keyword for "Education in non-capital regions" or policy project titles.

Health education and health promotion during the progress towards schistosomiasis elimination Ⅰ Investigation on health education needs and available resource based on integration of community resources

To investigate the health education needs and available resources in schistosomiasis-endemic areas based on integration of community resources, and to explore the operation pathways for health education and promotion during the stage of schistosomiasis elimination. A community was selected from Nanji Township, Xinjian District, Nanchang City, Jiangxi Province around the Poyang Lake areas as the study site, and a questionnaire survey on health education needs for schistosomiasis control was conducted among permanent residents at ages of 20 years in the community during the period between June and July, 2022 using face-to-face interviews. In addition, the resources available for the community-based schistosomiasis control health education were investigated among workers in township-level specialized institutions, members of civil society organizations, villagers, teachers and high and primary school students through field observations, field surveys and thematic interviews. A total of 304 individuals participated in the questionnaire survey on community-based health education needs for schistosomiasis control, and 94.41% (287/304) and 93.42% (284/304) of the respondents were most interested in knowing/understanding knowledge of the morphology of schistosomes and knowledge associated with the transmission route of schistosomiasis. The four most popular patterns for disseminating schistosomiasis control knowledge included live broadcasting of schistosomiasis control videos (94.41%, 287/304), printed brochures (89.80%, 273/304), special lectures by doctors (62.50%, 190/304) and physical health education materials for schistosomiasis control (61.51%, 187/304). There were 96.71% (294/304) and 77.63% (236/304) of respondents that accepted the participation of township healthcare center and township government/village committees in dissemination of schistosomiasis control knowledge, and there were 95.72% (291/304) and 80.59% (245/304) of respondents that mainly acquired schistosomiasis control knowledge through village allocation of leaflets and volunteer schistosomiasis control activities, respectively. There was 96.71% (294/304) of respondents participating in the dissemination activities of schistosomiasis control knowledge held by village committees, township healthcare centers, and high and primary schools/kinder-gartens, and 61.25% (177/289) of respondents were willing to participate in volunteer schistosomiasis control activities. A total of 115 individuals participated in the survey of available resources for community-based schistosomiasis control health education, and there were a large number of organizational, human and cultural resources in the community that were useful for health communication services. The abundant human and material resources from rural communities in schistosomiasis-endemic areas may be integrated into schistosomiasis control health education to generate a rural health education pathway with the joint participation of schistosomiasis control institutions, township governments, community departments and community residents, which may provide insights into the future development of schistosomiasis control health education.

Anemia in Early Pregnancy: Screening, Prevention, and Treatment

Anemia in early pregnancy (EPA) is a prevalent and significant public health issue that poses serious risks to both maternal and fetal health. Characterized by hemoglobin levels below 11 g/dL, EPA is often caused by nutritional deficiencies, chronic illnesses, and genetic factors. The condition can lead to adverse outcomes, including preterm delivery, low birth weight, and increased maternal morbidity. Early detection through routine screening and the implementation of targeted interventions are critical to mitigating these risks. Prevention strategies for EPA primarily focus on addressing nutritional deficits through dietary modifications, iron and folic acid supplementation, and large-scale food fortification programs. Community-based education further empowers women to make informed decisions about their health. For treatment, approaches are tailored based on anemia etiology and severity, ranging from oral and intravenous iron therapy for iron deficiency anemia to advanced treatments for genetic and chronic disease-related anemia.

Effect of community health education on mothers' knowledge of obstetric danger signs and birth preparedness and complication readiness practices in southern Ethiopia: A cluster randomized controlled trial.

Increasing knowledge of obstetric danger signs (ODS) and encouraging birth preparedness and complication readiness (BPCR) practices are strategies to increase skilled maternal health service utilization in low-income countries. One of the methods to increase mothers' knowledge about ODS and promote BPCR practice is through health education intervention (HEI). However, the effect of context-specific community-based health education led by women's groups on these outcomes has yet to be comprehensively studied, and the existing evidence is inconclusive. Thus, we aimed to evaluate the effect of a context-specific community-based HEI led by women's groups on mothers' knowledge regarding ODS and BPCR practices in southern Ethiopia. An open-label, two-arm parallel group cluster-randomized controlled trial was conducted from January to August 2023 on pregnant women from 24 clusters (kebeles) (12 interventions and 12 controls) in the northern zone of the Sidama region. The Open Data Kit smartphone application was utilized to collect data. The intention-to-treat analysis was used to compare outcomes between groups. We fitted multilevel mixed-effects modified Poisson regression with robust standard error to account for between and within cluster effects. One thousand and seventy pregnant women (540 in the intervention and 530 in the control clusters) responded to this study, making the overall response rate 95.02%. Excessive vaginal bleeding (94.3% in the interventional group vs. 88.7% in the control group) was the commonest ODS mentioned during childbirth. Overall, 68.7% of women in the intervention group and 36.2% of mothers in the control group had good knowledge of ODS (P-value < 0.001). Saving money and materials (97.1% in the interventional group vs. 92.7% in the control group) was the most frequently practiced BPCR plan. Overall, 64.3% of women in the intervention group and 38.9% of mothers in the control group practiced BPCR (P-value < 0.001). HEI significantly increased overall knowledge of ODS (adjusted risk ratio [ARR]: 1.71; 99% CI: 1.14-2.57) and improved overall BPCR practice (ARR: 1.55; 99% CI: 1.02-2.39). A community-based HEI led by women's groups improved mothers' knowledge regarding ODS and BPCR practices in a rural setting in southern Ethiopia. Interventions designed to increase women's knowledge of ODS and improve BPCR practice must implement context-specific, community-based HEI that aligns with World Health Organization recommendations. NCT05865873.

The Effect of a Community-Based Complementary Feeding Education Program on the Nutritional Status of Infants in Polokwane Municipality, Limpopo Province, South Africa.

Appropriate complimentary feeding (CF) has the potential to improve growth and development in infants from 6 months to 2 years of age. This study's aim was to assess the effect of a CF education program on the nutritional status of infants aged 3-12 months in the Polokwane Municipality. A longitudinal (non-randomized), quasi-experimental intervention study was conducted among 187 caregivers. The caregiver-infant pairs (CIPs) in the intervention group (n = 95) received CF education and a six-month telephone follow-up support. The CIPs in the control group (n = 94) received no intervention. We collected data at baseline and end line using structured questionnaires. Intervention effectiveness was evaluated by comparing mean changes in anthropometric measurements between intervention and control groups using difference-in-difference analysis. Per protocol, analysis was run. The results show that the children in the intervention group gained more weight after the intervention, were taller, and the mid-upper arm circumference (MUAC) increased more than in the control group. At baseline, the weight of infants was 7.37 ± 0.83 and 6.69 ± 0.13 kg in the intervention and control. At end line, significant weight and length gain were observed in the intervention group (difference-in-difference (DID) = 1.82 kg, p < 0.001) and (DID = 7.78 cm, p < 0.01), respectively. The intervention group showed significant gain in MUAC of 1.68 cm (p = 0.047), with no noticeable effect on the head circumference at end line; DID (0.16 cm; p = 0.950). Community-based nutrition intervention programs can effectively improve the anthropometric nutritional status of children aged 3-12 months.

Improving Planning and Financial Management Literacy for Housewives

Purpose: This research aims to enhance financial literacy among families in Duwet Village, Indonesia, focusing on effective financial planning and management. The issue investigated is the low awareness and practice of financial management, which is crucial for maintaining economic stability.Method: The study employed a community service approach, involving socialization sessions targeted at mothers in the Family Welfare Empowerment (PKK) group. Data were collected through participant engagement and feedback, enabling a comprehensive understanding of their financial literacy needs.Practical Applications: The findings have significant implications for improving family financial management practices, promoting economic stability, and enhancing the overall quality of life for families in the community. Increased literacy can lead to better budgeting, savings, and investment decisions.Conclusion: The study demonstrated a notable increase in financial literacy among the mothers of PKK in Duwet Village, emphasizing the importance of community-based education in empowering families for effective financial management.

The Impact of Community-Based Health Education on Maternal Health Outcomes in Rural Southeast Asia

Community-based health education has emerged as an effective strategy to improve maternal health outcomes, particularly in underserved rural areas with limited access to health services. These programs address critical gaps in prenatal care, birth preparedness, and postnatal health practices, empowering women to make informed decisions about their health and well-being. This research aims to determine the impact of culturally tailored community-based health education programs on maternal health outcomes in rural areas of Southeast Asia, with a focus on improving access to prenatal care, birth readiness, and postnatal care practices. Methods A mixed methods approach was used, integrating quantitative health records analysis with qualitative insights from interviews with participants in targeted rural communities. This dual methodology provided a comprehensive understanding of the program's effectiveness and cultural relevance. Results showed that regular health education sessions significantly improved maternal health outcomes. Communities exposed to these programs reported higher rates of attendance at antenatal check-ups, increased skilled attendance during delivery, and better adherence to postpartum care recommendations. These improvements were instrumental in reducing maternal and newborn mortality and improving overall health in this population. This research implicates the important role of culturally sensitive health education in bridging maternal health disparities in rural areas of Southeast Asia. By integrating local customs and beliefs into health messages, these programs foster community trust and engagement, thereby increasing their acceptance and effectiveness.