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The implementation of a 4-day academic week has notably enhanced students’ motivation, engagement, and academic performance, as expressed by many health sciences students. Many students reported a marked increase in motivation, attributing it to having more time to prepare for exams, complete assignments, and organize their studies.
Since the implementation of the four-day week, my motivation levels increased.
JMIR Med Educ 2025;11:e67775
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University students represent a vulnerable group at increased risk for anxiety disorders, particularly GAD. [5-12].
JMIR Mhealth Uhealth 2025;13:e70691
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Specifically, research indicates that many students do not study in ways that align with their self-reported learning styles, and that matching instruction to these styles does not necessarily improve performance [4].
For example, David Kolb describes learning as a process where knowledge is transformed through experience, and that acknowledgment is the combination of appropriation and transformation of experience.
JMIR Med Educ 2025;11:e66766
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However, study skills interventions in medical education often follow a reactive-deficit model that targets students who have already encountered difficulties, such as those at risk of academic failure [14] or academically low-achieving [15], or a proactive-deficit model that focuses on students deemed “at risk,” such as new entrants to medical school [16]. While identifying and supporting students in need is essential, this approach may inadvertently exclude students across the wider academic spectrum.
JMIR Med Educ 2025;11:e65053
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Given the high prevalence of mental health problems among students and the significant amount of time students spend in school, schools have been identified as critical settings for the promotion of mental health and well-being among children and adolescents [9,10]. In this context, teachers take on multiple roles related to mental health support for their students, including monitoring of student status, referral to other service providers, and teaching behavioral interventions [11].
JMIR Ment Health 2025;12:e76004
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Gender Equality Training for Students in Higher Education: Scoping Review
Recent statistical reports on gender equality data in the European Union show that female students make up most of the undergraduate population in HEIs, yet several published reports highlight ongoing cultural, institutional, and structural barriers inhibiting gender equality from true realization in this sector [5]. Male students remain a majority among postgraduates [5].
JMIR Med Educ 2025;11:e60061
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eHealth Literacy and Its Outcomes Among Postsecondary Students: Systematic Review
Postsecondary students fall precisely within this high-risk period [6].
In addition to facing health risks themselves, postsecondary students play a vital role in public health communication [7]. They often serve as intermediaries between professionals and the broader public, especially when scientific understanding is limited or expert opinions diverge [8,9].
J Med Internet Res 2025;27:e64489
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The use of PBSs has been associated with reduced negative effects of CU and lower CU frequency and quantity in a population of young university students [26-28]. In a previous study involving Canadian university students who reported any CU in the past 30 days (n=211), we found that greater use of PBSs was related to lower CU frequency, and that daily cannabis users employed fewer marijuana PBSs on average than lower-frequency users did [28].
JMIR Form Res 2025;9:e71924
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This association in these studies was mediated by the social aspects of using such technology (eg, real-time sharing of step counts), making it critical to understand the social context in which students are functioning. Starting college presents students with a new set of social circumstances [9].
JMIR Mhealth Uhealth 2025;13:e51707
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