Conceptual Understanding Research Articles

Editorial Introduction: Spirituality at the Workplace and Career Sustainability

In this editorial we present and discuss the three papers published in this special section titled Spirituality at the Workplace and Career Sustainability. The aim of this special issue is to enhance both our conceptual understanding and to add empirical evidence on the question whether spirituality and career sustainability are linked to one another. Altogether, the contributions that form this special issue showcase that “people build up their career, and that their career builds up in them”.

'Towards a conceptualization of nurses' support of hospitalised patients' self-management-A modified Delphi study'.

To determine patients', nurses' and researchers' opinions on the appropriateness and completeness of the proposed conceptualization of nurses' support of hospitalised patients' self-management. A modified Delphi study. We conducted a two-round Delphi survey. The panel group consisted of patients, nurses and researchers. The conceptualization of nurses' support of hospitalised patients' self-management presented in the first Delphi round was based on previous research, including a scoping review of the literature. Data was analysed between both rounds and after the second round. Results are reported in accordance with the guidance on Conducting and Reporting Delphi Studies (CREDES). In the first round all activities of the proposed conceptualization were considered appropriate to support the patients' self-management. Panel members' comments led to the textual adjustment of 19 activities, the development of 15 new activities, and three general questions related to self-management support during hospitalisation. In the second round the modified and the newly added activities were also deemed appropriate. The clarification statements raised in the first Delphi round were accepted, although questions remained about the wording of the activities and about what is and what is not self-management support. After textual adjustments and the addition of some activities, the proposed conceptualization of nurses' support in patients' self-management while hospitalised have been considered appropriate and complete. Nevertheless, questions about the scope of this concept still remains. The results provide a starting point for further discussion and the development of self-management programs aimed at the hospitalised patient. The results can be considered as a starting point for practice to discuss the concept of nurses' support for hospitalised patients' self-management and develop, implement and research self-management programs specific for their patient population. Results are reported in accordance with the guidance on Conducting and Reporting Delphi Studies (CREDES). Patients were involved as expert panellist in this Delphi study. Impact statement What problem did the study address? Self-management support during hospitalisation is understudied, which undermines the development of evidence-based interventions. What were the main findings? A panel, consisting of patients, nurses and researchers, agreed on the appropriateness of a conceptualization of nurses' support of inpatients' self-management, and identified some points for discussion, mainly related to the boundaries of the concept self-management. Where and on whom will the research have an impact? This study is crucial for generating conceptual understanding of how nurses support patients' self-management during hospitalisation. This is necessary for policy, clinical practice, education, and research on this topic.

The effect of using ar sinaps learning supplements on high school students' concept understanding of respiratory system topics

There are many levels of objects studied in biology, and parts of the anatomy and physiology of the body still need to be appropriately understood. This problem needs to be clarified to enhance students' understanding of concepts in studying biology, especially in the respiratory system topic. This study aims to determine the effect of Augmented Reality-based learning supplements (AR SINAPS) on high school students' conceptual understanding of the respiratory system. This research was conducted in January-April 2023 at SMAN 38 Jakarta, Indonesia class XI MIPA. This study used a quantitative approach with quasi-experimental methods and pretest-posttest group experimental research designs. The sample was randomly selected using the simple random sampling technique of 62 students: 31 in the experimental class (using AR SINAPS) and 31 in the control class (using E-Module). Data were obtained using a conceptual understanding test instrument of 30 multiple-choice questions. Furthermore, the collected data were analyzed using descriptive analysis, and the enhancement in understanding the concept of the respiratory system was measured by the normality gain test (N-Gain). The N-Gain value for the experimental class was higher than the control class; the experimental class was 0.69, and the control class was 0.55. The results of the N-Gain percentage of both classes were in the medium category with different categories of effectiveness; the experimental class was quite effective, and the control class was less effective. Based on the study's results, the AR SINAPS learning supplement significantly affects high school students' conceptual understanding of the respiratory system.

Exploring the impact of intelligence quotient on mastery of biodiversity through e-modules

E-modules can facilitate student understanding of complex biological concepts, including biodiversity, but their effectiveness also depends on individual student abilities. One significant factor influencing this success is the students' intelligence quotient, which affects how they process and comprehend complex information. This research aims to determine the relationship between intelligence quotient with mastery of biodiversity material using e-modules. The method used in this research is a quantitative descriptive method with correlation studies. The sample was taken from as many as 177 students from SMAN in Tangerang City was collected using multistage random sampling technique. To assess these skills, a test instrument in the form of multiple-choice questions is used. The prerequisite test shows that the data is normally distributed, the data is homogeneous, the data is linear, the data is free from symptoms of heteroscedasticity, the data is not multicollinearity, and the data is free from symptoms of autocorrelation. Through testing the hypothesis, the equation Ŷ = 41.268 + 0.580X1 is obtained. The correlation coefficient obtained was 0.881, which means there is a very strong relationship. . Based on this research, it can be concluded that there is a positive relationship between intelligence quotient, reading comprehension ability, and mastery of biodiversity material using e-modules.

Integrasi Penilaian Tes dan Non-Tes dalam Pendidikan Agama Islam: Menuju Evaluasi Holistik untuk Pembelajaran Berkelanjutan

This study discusses the development and implementation of an assessment model for Islamic Education (PAI) that integrates both test and non-test techniques. The study is conducted through a comprehensive literature review encompassing various academic sources related to PAI assessment. The findings reveal that test techniques, such as multiple-choice questions and essays, are highly effective in assessing students' cognitive understanding of Islamic concepts. However, these techniques have limitations in evaluating the affective and psychomotor domains, which are also crucial in shaping students' character. On the other hand, non-test techniques, including observations, portfolios, and projects, are better suited for assessing affective and psychomotor aspects, providing a more holistic view of students' development. The combination of test and non-test techniques allows for a more comprehensive, fair, and holistic evaluation of all aspects of student learning, encompassing knowledge, attitudes, and skills. The implications of this study emphasize the importance of a holistic assessment approach in Islamic education, as well as the need for teacher training in the application of non-test techniques to ensure objectivity and validity in assessments. Thus, this research makes a significant contribution to improving the quality of Islamic education through assessments that are more adaptive, responsive, and relevant to students' needs in the modern era

Scarcity of resources and distributive justice

This article contributes to the discourse on global justice as it pertains to resources and the just distribution of resources. The focus is on the concept of scarcity. In examining different understandings of scarcity through the use of analogies and examples, a distinction is made between absolute scarcity and relative scarcity. I examine the conceptual understanding of scarcity of resources in the context of distributive justice. Conceptual clarity is necessary to ensure that scarcity is properly referred to in the discourse so that scarcity is not erroneously used when justifications are sought for material deprivation and consequent human suffering. The field of distributive justice arguably requires a full comprehension of scarcity of resources, and this can only be achieved by properly examining the concept of scarcity.

Pedagogical moves related to analogy that support a unified understanding of eigentheory concepts in a quantum mechanics class

It is beneficial for quantum mechanics students to have a unified understanding of eigentheory concepts, so they can recognize the shared structure of mathematized phenomena from the different quantum mechanical systems of spin, energy, or position and recognize those as instantiations of the same overarching concept. Quantum mechanics instructors should, therefore, provide opportunities for their class community to develop a shared unified understanding of eigentheory concepts. One such opportunity can arise by engaging students in analogizing eigentheory concepts in one context with those from another context. We investigate the pedagogical moves related to analogies that can be used by a quantum mechanics course instructor to support a class community in developing a shared unified understanding of eigenequations. We analyze classroom data to characterize an instructor’s pedagogical moves as he engaged students in analogical reasoning. Some moves include posing tasks conducive to analogizing; preparing, soliciting, and scaffolding students’ participation in analogical reasoning; using deictic gestures and inscriptions; juxtaposing symbols representing the analogized concepts; and explicitly highlighting the sameness of the analogized concepts. We exemplify these pedagogical moves with analytical descriptions of illustrative class episodes. We discuss how these pedagogical moves can support the class community’s expansion of their common ground by fostering the development of the class’s shared unified understanding of eigentheory concepts. Published by the American Physical Society 2024

The Next Generation of Learning: AI Mentorship for a Transformative Educational Experience

Developers of this augmented reality-based artificial intelligence education program aim at augmenting student engagement in learning through the incorporation of virtual mentors and the overall experience being made engaging, efficient, and personalized. Therefore, the application provides contextual support, tailored learning pathways, and real-time feedback that significantly enhance users' understanding of complex AI concepts with customized AI avatars and augmented reality technologies. These artificial intelligence mentors and assistants act as learning facilitators for both engineering and non-engineering students while enhancing the educational experience. The software features natural language processing to enable smooth communication; it introduces gamification into the courseware, adds quizzes, and provides rewards for a better learning experience, among other features

Enhancing mathematical function understanding in university students: a comparative study of design thinking vs. traditional teaching methods

Mathematical education requires innovative didactic strategies to enhance the understanding and application of mathematical concepts, as traditional teaching methods often lack relevance. This methodology aims to develop a problem-solving scientific approach called design thinking as a strategy for learning mathematics functions. The study was applied to a sample of 138 students of biochemical, biological, and industrial engineering careers attending the first academic cycle at the Faculty of Natural and Exact Sciences of the Particular Technical University of Loja-Ecuador. The methodology uses a quasi-experimental design with a convenience sampling method. All participants were divided into a control group (C, D, K) and an experimental group (P, Q, R). Knowledge, skills, perceptions, and engagement were measured through pretest, posttest, workshop, rubric, project, and survey instruments. The pretest results indicate that both groups had similar knowledge of mathematical functions (pretest mean experimental group: 1.42/2 and mean control group: 1.55/2). Moreover, after applying design thinking strategy to the experimental group, variables questionnaire, project, and workshop show statistical differences (p < 0.001) between groups related to the traditional learning strategy, increasing the experimental group’s score in the project (posttest mean experimental group: 1.62/2 points, and mean control group: 1.65/2). The survey opinion indicates that 53.5% of the experimental group highlighted the project’s development as positively impacting their academic training. In conclusion, problem-solving design thinking using scientific projects as a mathematical function learning strategy contributes to improving the comprehension of polynomial functions and developing mathematical competencies, abilities, and skills to generate tangible solutions for real problems.

Assessing Fintech Awareness and Knowledge Among Students at Selected Universities in Somalia

This study examines financial technology awareness among students at four Mogadishu universities (Jamhuriya University of Science and Technology, Banadir University, SIMAD University, and the University of Somalia), using a cross-sectional descriptive research design. The study utilized a structured questionnaire to evaluate 231 students’ understanding and familiarity with fintech concepts, focusing on demographic factors and perceived curriculum gaps. The study’s participants were diverse in gender, age, institution, major, and year of study. The majority were male (63%), with 78% aged between 20 and 25. The study reveals that students’ familiarity and understanding of fintech concepts like blockchain, smart contracts, neo- banking, crowdfunding, cloud computing, big data analytics, robo-advisors, and AI are low. This highlights significant gaps in students’ knowledge of critical areas digital finance, e-payments or e-banking. The study shows a moderate correlation between demographic factors and students’ fintech awareness, with 13.9% of variation explained by these factors. The overall model is statistically significant (F = 7.265, P < 0.001), indicating that these factors collectively impact students’ knowledge and awareness of fintech. Gender, age, and university attended do not significantly influence fintech awareness, suggesting they are not major determinants. However, the study reveals that students’ awareness of fintech increases as they progress through their academic years, with certain majors showing higher levels of awareness. The study recommends universities incorporate fintech topics into their courses, develop accessible options, invest in resources, collaborate with fintech companies, strengthen industry partnerships, and offer cross-disciplinary electives.

Examining high school students' conception of the function concept from a theoretical thinking perspective

This study explores the conceptions of functions among high school students through the lens of theoretical thinking, encompassing three core components: reflective, systemic and analytical thinking. A case study methodology was employed in this research. The data were gathered through interviews with 11 senior high school students and analysed using deductive content analysis techniques. The findings reveal that students needing more reflective thinking tend to resort to practical methods and quickly gave up when facing challenges. Those who showed limited systemic thinking often relied on incorrect or inadequate criteria to determine if an expression constituted a function and struggled to connect the function concept with other concepts. Students needing more analytical thinking faced challenges in employing mathematical language and representations for functions, verifying if an expression is a function or transforming representations and frequently overlooked quantifiers or logical connectors related to variables in definitional properties. In this study, the theoretical thinking framework, mainly used for university-level mathematical concepts, provided a broad perspective in determining high-school students' understanding of the concept of function. Future research should extend this approach to various educational levels and concepts to enhance our understanding of students' conceptions and enrich the theoretical thinking framework.

From cognitive coach to social architect: shifts in learning assistants’ valued practices

BackgroundLearning assistants (LAs) are undergraduate students who serve as instructional assistants in STEM classrooms. In addition to engaging in active practice, they take a pedagogy seminar and regularly meet with a content instructor. While aspects of LAs’ pedagogical beliefs and actions have been investigated, there remains a gap in understanding how LAs make sense of their new instructional roles and how they negotiate between their experiences as students and their responsibilities as instructors. This study uses a sequential, exploratory mixed-methods approach, which includes constant comparative open-coding, thematic analysis, and epistemic network analysis, to analyze 178 reflections written by 89 LAs across five terms at two institutions. Here, we identify each LA’s expressed goals and intended actions at the start and the end of their first term as an LA. Using a community of practice framework, we seek to explicate the shifts in these LAs’ values as they become more central members of the LA community.ResultsLAs’ expressed roles shift from being cognitive coaches, where they focus on student thinking, sense-making, and understanding of disciplinary concepts, to being social architects, where their focus shifts to attending to the aspects of the environment that can support productive interactions for learning. A social architect prioritizes goals related to mutual trust, respect, & approachability, understanding and learning about students, and creating a sense of belonging. Similarly, their intended actions emphasize compassion, understanding, and facilitating group discussion. While all LAs studied exhibited this shift, it manifested in different ways and to different extents, as illustrated in detail by four selected cases. These cases illustrate how the shifts coupled to a change in language around teaching, becoming more specific and contextual.ConclusionsLAs express a shift in their valued practices over their first term as LAs related to their instructional role. The goal of student-centered instructional practice is often framed as becoming a better cognitive coach; however, this orientation does not foreground ideas around teaching practice that aim to foster engagement, belonging, and student agency. Implications for both the LA model and, more generally, for postsecondary STEM instructors are discussed.

Challenges in Understanding the Mole Concept Among Level 200 Students in Science Colleges of Education in Ghana

This study investigates challenges in understanding the mole concept among pre-service teachers in Ghanaian Colleges of Education. Chemistry education is fundamental for fields such as medicine and engineering, yet students often face difficulties due to inadequate foundational knowledge and ineffective teaching methods. The mole concept is crucial for grasping various chemical phenomena, but its complexity frequently results in significant learning challenges. This study employs a mixed-method explanatory design, combining quantitative diagnostic tests and qualitative interviews with 1,211 pre-service teachers from six selected colleges. The study identifies key challenges in learning the mole concept, including difficulties in translating word problems into equations, determining mole ratios, deriving empirical and molecular formulae, and understanding the relationship between stoichiometric coefficients and moles. The analysis categorizes these challenges into comprehension, transformation, process skills, and encoding errors, with process skills and transformation challenges being the most prevalent. Findings reveal that many students struggle to solve problems without formulae, highlighting a lack of conceptual understanding. Interviews with pre-service teachers confirm quantitative data, indicating that students often rely on rote memorization rather than conceptual grasp. The study concludes that improvements in teaching methods are needed, emphasizing the importance of understanding over memorization and recommending small group collaborative learning. Contributions include filling empirical gaps in the literature regarding pre-service teachers’ challenges and suggesting practical recommendations for enhancing chemistry education.

Mathematical structures in quantum physics education for high school students: Unveiling the power of Dirac notation for conceptual and problem-solving proficiency

[This paper is part of the Focused Collection in Investigating and Improving Quantum Education through Research.] Teaching quantum physics (QP) to high school (HS) students is gaining momentum, necessitating the exploration of various effective methods. Specifically, the research on quantitative teaching methods is still in its early stages. Understanding the power of Dirac notation (DN) in teaching is crucial for grasping the complexities of QP, as it provides a concise and powerful symbolic framework that facilitates both conceptual and computational understanding. This study investigates the proficiency of HS students in interpreting, producing, and manipulating DN within QP. Utilizing qualitative content analysis of student responses to various tasks, quizzes, and final tests, the study aims to uncover the sensemaking opportunities DN provides and the difficulties students encounter. The findings indicate that DN facilitates both conceptual understanding and quantitative problem solving in QP by enabling students to interpret and produce representations of quantum states. The results highlight the importance of extensive practice and well-structured teaching sequences in developing DN proficiency, reinforcing the role of DN as an effective tool for teaching QP at the HS level. The study contributes to the ongoing discourse on integrating mathematical modeling in physics education, emphasizing the potential of DN in enhancing students’ grasp of QP concepts and their application in problem solving. Published by the American Physical Society 2024

3.B. Scientific session: Why do we need clear understanding of digital public health interventions?

Abstract The rapid proliferation of digital technologies in health and public health has led to various terms and concepts, often used interchangeably or inconsistently. This ambiguity hampers communication, complicates research efforts, and undermines the effectiveness and adaptation of interventions. Without a clear understanding of such concepts, stakeholders face difficulties using, evaluating, and regulating digital public health (DiPH) initiatives. Thus, there is an urgent need to establish a common language - across academic disciplines and in the science-to-practice/policy transfer - to foster collaboration, ensure accountability, and maximize the impact of DiPH interventions globally. This workshop highlights the need for a cross-sectoral understanding of terms and concepts related to DiPH interventions. For this, we identify effective strategies for engaging diverse populations in DiPH interventions, considering accessibility, usability, and cultural sensitivity. Additionally, we present how a more precise understanding of these concepts will impact positive population-health outcomes of DiPH interventions. Finally, we discuss DiPH terminology enhancement regarding data protection, highlighting the boundaries of digital interventions within and outside health policies and public health systems, given the diversity of the legal frameworks applicable in either case. We aim to facilitate interdisciplinary collaboration and knowledge exchange, fostering a shared understanding of terminology and best practices. This will advance DiPH by promoting clarity, rigor, and transparency in research and practice. Shared understandings of key concepts will eventually enhance the design, implementation, and evaluation of DiPH interventions, leading to improved population health outcomes and informing evidence-based policymaking and regulatory frameworks. The workshop consists of four presentations and a 20-minute panel discussion on increasing understanding dissemination. The first talk highlights multi-stakeholder perspectives (including researchers, technicians, health and medical practitioners, and the general public) on the ever-changing terminology of DiPH concepts. The second presentation showcases how these varying perceptions influence the academic representation of DiPH interventions and that interventions - although summarized under the same terminology - drastically vary concerning their use case and characteristics. The third speaker will discuss why a clearer understanding of these terms is needed to increase engagement with DiPH interventions for positive population health outcomes and identify effective DiPH interventions based on evidence. The last talk explains why unclear terminology or standards threaten populations and result in over- or under-regulation of DiPH interventions. Overall, this workshop catalyzes advancing the DiPH agenda in Europe, empowering stakeholders to harness the full potential of technology for promoting population health. Key messages • When we create technical terms, it is our professional approach, characterized by our academic background. It does not necessarily transfer to other domains or the general population. • Digital Public Health can transform global healthcare. However clear & harmonized terminologies are crucial for comparing evolving technologies & paving the way for transformative digital healthcare.

Pre-Service Science Teachers’ Conceptual Integration Understandings in Explaining the Subject of Metabolism with the Concepts of Physics and Chemistry

This study focuses on exploring pre-service science teachers’ conceptual integration understandings in explaining the subject of metabolism with the concepts of physics and chemistry. Action research was employed in this study. Nine pre-service science teachers taking the General Biology II course participated. Participants were taught metabolism considering conceptual integration. Data were collected via paper-and-pencil questionnaire administered before and after the intervention. The results showed that the pre-service science teachers could not understand physics and chemistry concepts at a sufficient level while explaining metabolism. Although the activities and practices were executed for conceptual integration in the action plan, only three participants achieved complete conceptual understanding for better conceptual integration at the end of the course in the first question. Thus, future studies could design interventions to be effective in conceptual integration. Further research could also design experimental investigations to examine how conceptual integration is necessary for establishing the relationship between science and other fields.

Increasing High School Students' Understanding of Mathematical Concepts through the Discovery Learning Model Assisted by Powtoon

Mathematics demands a variety of abilities, including understanding mathematical concepts. However, reality shows that students have difficulty understanding mathematical concepts. This research aims to determine the increase in the ability to understand mathematical concepts with the Discovery Learning model assisted by Powtoon compared to ordinary learning models and determine the level of effectiveness. A quantitative approach with a quasi-experimental method and nonequivalent control group design was used in the research, with data collected through a written test of the ability to understand mathematical concepts. The research subjects were class XI students at SMA Pasundan 1 Bandung. The results of research data analysis show that students who studied with the Discovery Learning model assisted by Powtoon experienced a higher increase in understanding of mathematical concepts than students who studied with the regular learning model. The effectiveness of the increase is relatively large with this learning model. In conclusion, the Discovery Learning model assisted by Powtoon is very effective in improving the ability to understand mathematical concepts. Therefore, the Discovery Learning model assisted by Powtoon can be used as an alternative to improve the ability to understand mathematical concepts.

Empowering Discovery Learning and Direct Instruction with Computer-Assisted to Enhance Mathematical Performance

In the current educational context, the low academic performance of students in mathematics indicates the need for the implementation of more effective teaching methods to support the understanding of complex concepts. The effectiveness of learning can be enhanced through computer-assisted instruction, particularly in discovery learning (DL-CA) and direct instruction (DI-CA) utilizing web-based media. This study employs a quantitative approach with statistical analysis to examine the significant impact of these teaching methods on students' mathematical performance. Discovery learning and direct instruction were applied to two groups studying numerical methods, focusing on the topic of nonlinear equation solutions using the bisection method, with each group consisting of 33 students. The statistical test results indicated that there was no significant difference in mathematical performance between the DL-CA and DI-CA groups; both methods showed comparable effectiveness. However, both methods had a significant effect on the N-Gain of the learning outcomes in both groups. The improvement in mathematical performance for the DL-CA group was better than that for the DI-CA group, with more students showing high improvement (11 students) compared to the DI-CA group (1 student). Additionally, in the low improvement category, the DL-CA group had fewer students (2 students) than the DI-CA group (8 students). This suggests that both discovery learning and direct instruction have almost equivalent reliability in achieving students' mathematical abilities, but DL-CA is more effective in enhancing performance compared to DI-CA.

Passing the hot potato: a multinational study on public trust in the health policy process

Abstract Background Health data-sharing initiatives are central to European and national e-health strategies, aiming to improve healthcare quality, inform policymaking, and drive research. Public trust is crucial for their success, influencing public participation and policymakers’ legitimacy. This study investigates the role of public trust in the health policy process at both the European level and in Italy, France, and Switzerland to determine 1) if a common conceptual understanding of public trust across different countries and policy stages exists, and 2) if policymakers explicitly discuss and implement trust-building measures in their legislative work Methods A total of 60 interviews were conducted with 16 European, 15 Italian, 14 French, and 15 Swiss policymakers from the World Health Organization, the Council, Parliament, and Commission at the European level, along with representatives from the Ministry of Health, Parliament, regional councils, local health authorities, frontline staff, and relevant agencies at the national levels Results Preliminary results reveal that a common definition of public trust in health data sharing is missing. Associations to public trust are observed at the European level with citizens’ reassurance about their sensitive data being shared, and in Switzerland with data security. In France, public trust is connected to public engagement, while no distinct patterns were identified in Italy. Findings also reveal a consensus among interviewees on the central role public trust plays in health data-sharing initiatives; yet public trust is perceived as a vague concept, often addressed implicitly without a clear strategy Conclusions The study reveals widespread ambiguity among policymakers regarding the definition of public trust and its translation into policy. Practical guidance is crucial to effectively integrate elements of public trust into policymaking, thereby actively reinforcing trust in health data sharing through legislative efforts Key messages • While policymakers recognize the importance of public trust for data-driven health initiatives, they lack a common conceptual understanding on what trust is and how to build it. • Guidance is needed to help policymakers actively contributing building trust in health data sharing through their legislative work.

Contemporary understanding of health literacy across the Island of Ireland

Abstract This presentation will detail two reviews that provided contextual understanding for this project. The first, an umbrella review which explored i) How is health literacy currently defined and operationalised nationally and internationally? And ii) What are the key components and principles of health literacy? The search was limited, most notably, to systematic reviews published after 2012. A total of 12 studies were included for data extraction and narrative analysis. Findings provided an update of the conceptual understanding of health literacy, emphasising the complex and multidimensional nature of the concept. Dimensions are common, but growing, and moving beyond just individual capabilities. The second, moving beyond the definition, details a systematic review that aimed to gain a contemporary understanding of health literacy through identifying and appraising existing research conducted in an Irish context. Seven electronic databases were searched between October and December 2023. Initial search identified 551 records, following screening, 37 studies were included in this review. Narrative analysis indicated that across the Island of Ireland in the last decade, many studies had narrow populations of focus (i.e. Dublin based, adults, chronic illness populations), limited research design and methodologies (cross-sectional, narrative, and primary research with short time frames), and lacked rigorous monitoring and evaluation of health literacy as a primary or secondary outcome. While studies highlighted clinical, education and community implications, a limited focus on mental health was also observed. Findings from this systematic review offer valuable insights and recommendations for future efforts to enhance health literacy and the health and well-being of individuals across the island of Ireland.