Editorial

Abstract

Previous editorials have drawn attention to effective health promotion requiring an integrated approach in appreciation of social, economic, cultural and environmental contexts and emphasising the important role of settings, such as hospitals, neighbourhoods, communities, prisons, schools and universities in reducing health inequalities. In this issue, four papers explore global topics in education settings, such as an Indonesian public university, Australian primary schools and a transnational university partnership with Haiti and St. Louis, and hospitals in north-western Iran. The role of education settings and specifically universities in advocating and providing education for improving understanding of the Sustainable Development Goals (SDGs) is discussed in the first paper by Novieastari et al. Their study was conducted in a public university in Indonesia to identify the knowledge, perceptions and awareness of the SDGs among students. While participants demonstrated good knowledge and positive perceptions, more than a third demonstrated a poor awareness of the SDGs. The second paper, ‘Transnational Educational Partnerships: Achieving Public Health Impact Through Cross-Cultural Pedagogical Approaches in Haiti’ explores cooperative learning and the growing movement of transnational educational partnerships. Galvin et al. discuss the partnership between Washington University in St. Louis (WUSTL) and the Université Publique du Nord au Cap-Haitïen (UPNCH) to launch the first undergraduate public health degree program in Haiti with the goal of increasing public health educational capacity. They argue that if lowand middle-income countries – such as Haiti – are to sustain progress in important public health measures, partnerships with well-resourced institutions from high income countries can be advantageous for mutual benefit as they provide knowledge and resource transfers with large impacts on population-level public health in LMICs. Chegini et al. investigated the effects of educational interventions on patients’ selfefficacy and falls prevention knowledge in a hospital setting in Tabriz, north-western Iran, in the third paper. They found that educational intervention for patients improved their self-efficacy in falls prevention in the hospital setting. The significant role of schools as a setting for addressing and embedding respectful relationships education (RRE) in Australia is the focus of the final paper in this issue. Ollis et al. examine the effects of a six-month RRE program on the gender biases of early primary school students in ‘Bulldozers aren’t just for Boys’: Respectful Relationships Education challenges gender bias in early primary students’ and contributes to a growing interest in the role of education in the primary prevention of genderbased violence in Australia. The study results indicate that RRE can be implemented in INTERNATIONAL JOURNAL OF HEALTH PROMOTION AND EDUCATION 2022, VOL. 60, NO. 4, 193–194 https://doi.org/10.1080/14635240.2022.2110177