| Sumario: | Health literacy is a critical determinant of health and a key factor in promoting empowerment and health equity. However, limited health literacy remains a persistent challenge in many rural areas of Thailand, particularly among village health volunteers, who are vital in delivering primary healthcare and health education. This study was conducted in Nakhon Ratchasima Province, where health volunteers act as key links between health services and the local population. This study investigated the effectiveness of a project-based learning program on the health literacy of village health volunteers in the community. A quasi-experimental, two-group pre-post-test design was used to compare mean scores on health literacy scales. Seventy participants were randomly assigned to either the intervention group (n = 35) or the control group (n = 35). The five-week project-based learning approach involved engaging participants in defining health-related problems, constructing and refining the project, designing and implementing solutions, and reflecting on the outcomes. Health literacy was assessed using a questionnaire, and the data were described using descriptive statistics. Two-way ANOVA was used to compare health literacy mean scores between groups and across pretesting and posttesting. The results revealed that the mean scores for knowledge and understanding, media and information literacy, and total health literacy in the intervention group were significantly higher than those in both the pretest and the control group. These findings demonstrate the effectiveness of the project-based learning program in enhancing health literacy among the village health volunteers. This learner-centered strategy holds promise for integration into community health education initiatives led by community health nurses. Nevertheless, further validation across diverse settings, including both rural and urban areas, is essential to establish the program's generalizability and scalability.
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