Developing and Evaluating a Localized Health Education Curriculum in Qinghai, China: An Experimental Study in High Schools

Abstract This study aimed to develop and evaluate a localized health education curriculum tailored to the specific cultural, environmental, and health needs of high school students in Qinghai Province, China. A quasi-experimental design was employed involving four Grade 11 classes (N = 180), including both ethnic minority and general education groups. Two classes served as experimental groups receiving the localized curriculum, while two served as control groups following the traditional curriculum. A validated self-assessment instrument measuring seven dimensions of adolescent health literacy—ranging from basic health knowledge to psychological well-being and safety awareness—was developed using expert Delphi consultation and psychometric testing. Results from pre- and post-intervention assessments indicated that students in the experimental groups showed significant improvements in overall health literacy scores compared to the control groups (p < 0.05), with particularly notable gains in health knowledge, disease prevention, and safety behaviors. While the control groups exhibited minor progress, the experimental intervention proved significantly more effective. The study provides empirical support for the efficacy of culturally and regionally adapted health education. Findings highlight the importance of context-specific curriculum development in promoting adolescent health and offer a practical model for future health education reform in similar settings.