In the contemporary interconnected world, the concept of cultural responsibility occupies paramount importance. As the lines between nations become less distinct, it is incumbent upon individuals, communities, and institutions to assume the responsibility of safeguarding and valuing the landscape of diverse cultures that constitute our global society. This paper explores the socio-cultural and ethical challenges stemming from the implementation of AI algorithms and highlights the necessity for their culturally responsive development. It also offers recommendations on essential elements required to enhance AI systems’ adaptability to meet the demands of contemporary multicultural societies. The paper highlights the need for further multidisciplinary research to create AI models that effectively address these challenges. It also advocates the significance of AI enculturation and underlines the importance of regulatory measures to promote cultural responsibility in AI systems.

According to the World Health Organization, the improvement of people’s health literacy is one of the fundamental public health challenges in the 21st century. The key issue in teaching health literacy is to develop critical thinking skills. As health literacy and critical thinking should be developed at school age, we reviewed teaching methods or educational interventions used in empirical studies focused on the development of critical thinking regarding health and implemented by teachers in preschools, primary schools, or secondary schools. We searched seven databases (Medline, Embase, Web of Science, ERIC, ProqQuest, PsycArticles, and CINAHL) from inception to 20 September 2023 for any type of empirical studies. Due to the heterogeneity in interventions and inadequate reporting of results, a descriptive synthesis of studies was performed in addition to quantitative analysis. Of the 15919 initial records, 115 studies were included in the review. Most of the educational interventions focused on lifestyle-related health issues such as substance use, sexual and reproductive health, and nutrition. The popularity of health issues changed over time and depended on the geographical context. Six dimensions that differentiated the teaching methods were identified: central teaching component, central educator, pupils’ activity level, teaching context, educational materials, and significance of critical thinking. Many educational interventions did not address the development of critical thinking skills in a comprehensive manner, and the significance of critical thinking varied greatly. Interventions in which critical thinking had high and very high significance applied mainly problem-solving methods and involved pupils’ activity. The evidence on the effectiveness of the teaching methods that develop critical thinking is limited because most articles failed to provide detailed information on the teaching methods or did not examine their effects. We recommend that a checklist is developed to facilitate a detailed description of health educational interventions and thus promoting their replicability. Study registration: The protocol of the review was registered in the OSF Registries on 13 January 2022 (doi: https://doi.org/10.17605/OSF.IO/46TEZ).

Contemporary Chinese society has undergone enormous socio-economic transformations over the past four decades. The Confucian principle of so-called filial piety (xiao) has shaped Chinese culture for centuries, laying the foundation for family and social life. However, the current Chinese reality, with widespread consumerism and economization of thinking, requires young Chinese people to redefine their role in relation to their aging parents. The process of individualization in a strongly group-oriented society undergoing intense transformation, coupled with the strong cultural pressure to implement the Confucian xiao principle, provides material for interesting research questions. This paper studies caregivers’ coping strategies in the context of the principle of filial piety and the form of its practice during the pandemic and lockdown. It aims to capture the impact of the unique experience of isolation, exacerbated by the fear and uncertainty about the fate and health of parents. At the methodological level, it uses quantitative and qualitative analysis, adapting well-known scales and customized queries to capture the social challenges of the COVID-19 pandemic.

Przekonania i kompetencje zdrowotne rozwijane są podczas procesu socjalizacji przez całe życie. Aby móc dokonywać świadomych wyborów dotyczących zdrowia, a w konsekwencji osiągnąć dobrostan, priorytetowym działaniem jest edukacja zdrowotna. Badanie analizuje proces kształtowania kompetencji zdrowotnych i krytycznego myślenia o zdrowiu uczniów szkół podstawowych przez treści podręczników szkolnych. Skupia się na oficjalnej wykładni - podstawie programowej oraz podręcznikach dopuszczonych przez Ministerstwo Edukacji i Nauki do nauczania uczniów w szkołach podstawowych. Wyniki pokazują, że choć edukacja zdrowotna stanowi istotną część programu nauczania, istnieje brak przestrzeni na praktyczne ćwiczenia umiejętności oraz dyskusję grupową. Istnieje także potrzeba większego uwzględnienia krytycznego myślenia w procesie nauczania. Analiza wskazuje, że aktualny system edukacji zdrowotnej w Polsce ma potencjał do wprowadzenia korzystnych zmian w zdrowiu dzieci i młodzieży poprzez kształtowanie ich kompetencji zdrowotnych, jednakże konieczne jest dostosowanie programów nauczania oraz podręczników do rzeczywistych potrzeb zdrowotnych dzieci i młodzieży.

Objectives: Amid increasing adolescents’ immersion in media information and their vulnerability to mis/disinformation and the screen time negative health correlates, competences of critical thinking about health gains in significance. The Claim Evaluation Tools (CET) assess the understanding of claims about treatment effects and enable critical health literacy measurement in different populations. It has not been adapted and tested in Central Europe before. Design: The process of cultural adaptation covered three phases: translation and cultural adaptation, testing and psychometric analysis. We used Classical Test Theory and Rasch analysis to verify the validity and reliability of the Polish version of the CET. Additionally, we tested known-group and convergent validity. Setting: The pilot test was conducted on a pupils sample from eight purposefully selected schools in Southern Poland, and the final version of the tool has been tested on a national study sample of pupils of primary schools randomly selected from all Polish regions. Participants: We collected the data from a national sample of 2242 pupils aged 12 to 15 years, attending sixth to eighth grades, from 42 primary schools. Results: We applied some changes to the multiple-choice questions (MCQ) scenarios and wording of some of the options based on the expert’s opinions. We validated 24 MCQs reflecting 12 claims about treatment effects (2 MCQs per claim). The psychometric properties of the Polish version of the tool are satisfying. Conclusions: The Polish version of the CET can be applied to measure critical health literacy among 12- to 15-year-old adolescents as well as to evaluate educational interventions promoting the understanding of healthcare claims in Poland.

In the contemporary interconnected world, the concept of cultural responsibility occupies paramount importance. As the lines between nations become less distinct, it is incumbent upon individuals, communities, and institutions to assume the responsibility of safeguarding and valuing the landscape of diverse cultures that constitute our global society. This paper explores the socio-cultural and ethical challenges stemming from the implementation of AI algorithms and highlights the necessity for their culturally responsive development. It also offers recommendations on essential elements required to enhance AI systems' adaptability to meet the demands of contemporary multicultural societies. The paper highlights the need for further multidisciplinary research to create AI models that effectively address these challenges. It also advocates the significance of AI enculturation and underlines the importance of regulatory measures to promote cultural responsibility in AI systems.