Fostering Sustainability Competencies Development in Academic Nursing Students Via Social Media-Integrated Educational Approaches

Abstract

Background: The increasing relevance of environmental health and the global sustainability agenda necessitate the integration of sustainability competencies into academic nursing curricula. It is important to integrate social media into academic nursing curricula to foster the development of sustainability competencies among nursing students. As the healthcare sector significantly impacts environmental health, it is essential that future nurses are equipped with the knowledge, skills, and attitudes required for sustainable practices. Aim: This study aimed to compare the effectiveness of a social media-integrated educational approach in fostering sustainability competencies among academic nursing students. Methods: A quasi-experimental, two-group, pre-test/post-test design was employed. A total of 400 nursing students in the first academic year in faculty of nursing at Sohag university were conveniently sampled and assigned to either an experimental group (n=200), which received a sustainability education program via a dedicated social media platform, or a control group (n=200), which received conventional instruction on the same topic. Data were collected using (Sustainability Consciousness Questionnaire (SCQ)  a validated questionnaire measuring knowledge, attitudes, and behaviors related to sustainability both before and after the intervention. Results: The experimental group showed a statistically significant increase in mean knowledge scores (P<0.001), positive attitudes, and self-reported behavioral intentions compared to their pre-test scores. The control group exhibited minimal change. The between-group comparison revealed that the experimental group's post-test scores were significantly higher than those of the control group across all measured competencies (P<0.001). Furthermore, strong positive correlations were found between increased knowledge and improved attitudes and behaviors in the experimental group. Conclusion: The social media-integrated educational approach is significantly more effective than conventional teaching methods in developing sustainability competencies among academic nursing students. Recommendations: These findings suggest that integrating modern, accessible platforms into the curriculum can better prepare future nurses to address the interconnected challenges of health and sustainability in their professional practice. Also, leveraging widely used digital platforms like social media can be an effective and innovative strategy for cultivating essential sustainability competencies in academic nursing students, aligning professional practices with global sustainability goals. Future research should continue to evaluate long-term impacts and explore the scalability of these approaches across diverse cultural and educational contexts.