The adoption of explainable artificial intelligence (XAI) in healthcare has been increasingly framed as dependent on transparency, trustworthiness, and accountability. The objective of this study was the reclamation of rule-based systems within XAI as innovations aligned with healthcare accountability. A scientometric mapping analysis was conducted using publications indexed in Scopus between 1 January 2018 and 20 May 2025. The search strategy was applied to 1034 records. From these, 892 were screened, 238 duplicates were removed, and 654 studies were retained in accordance with the PRISMA 2020 framework. Thematic cluster analysis, co-authorship structures, and keyword co-occurrence patterns were visualised through VOSviewer 1.6.20. Transparency, accountability, and trustworthiness were established as central values for clinical integration. Expanding domains were identified in smart healthcare, digital health, healthcare technology, and mHealth, while interpretability was observed to remain underrepresented. Rule-based systems, frequently in hybrid forms, were demonstrated to bridge algorithmic complexity with interpretability. This bridging was interpreted as reinforcing physician confidence, regulatory compliance, and patient safety. It was concluded that the advancement of XAI in healthcare has been shaped by the interplay of ethical principles, methodological innovation, and digital health applications. Practical implications, theoretical contributions, and potential limitations were systematically addressed.

BACKGROUND: Insufficient health literacy is a barrier to reduce the risks associated with drug abuse. The study aimed to investigate the current and desirable conditions of health literacy related to defense against drug abuse and to prioritize health literacy needs for this purpose among early adolescents in Bangkok. MATERIALS AND METHODS: A total of 412 students were randomly selected using a multistage sampling method by geographical areas. The research utilized was a 30-item questionnaire employing the dual-response format. The questionnaire demonstrated reliability coefficients ranging from. 86 to. 92. Data analysis involved descriptive statistics and the standard deviation. The need assessment was evaluated using the modified Priority Needs Index (PNI modified) and compared with the mean through paired sample t-test. RESULTS: The needs assessment findings indicated that adolescents’ current health literacy regarding self-prevention from drug abuse was moderate (mean = 3.40, SD = 0.78), whereas the desired level was very high (mean = 4.24, SD = 0.82). There was a statistically significant difference at the 0.05 level between students’ actual and desired health literacy. Among the skills, self-management (PNI modified = 0.30) was prioritized, followed by media literacy (PNI modified = 0.27) and communication abilities (PNI modified = 0.25). CONCLUSIONS: The results make a substantial contribution to understanding the requirement assessment process, serving as a valuable reference for educators and public health professionals. They provide insights into strategies for enhancing health literacy in adolescents’ self-prevention against drug abuse, aiding in youth-focused interventions.

Active citizenship is a key goal of higher education. However, limited empirical evidence exists on how learning management approaches support legal literacy and citizen participation among university students. This research lacuna was addressed by examining whether a legal literacy enhancement program, incorporating creativity-based learning and gamification, was related to changes in legal literacy and active citizenship using a quasi-experimental pre-test–post-test design with follow-up assessment. The sample comprised 40 undergraduate students, obtained by purposive sampling. The classroom was divided into the experimental group (n = 20) and the control group (n = 20) based on their timetables and the lecturer’s readiness. The experimental group received activities as scheduled for four weeks. The program was designed to enhance their experience-based learning, problem-solving, and enthusiastic participation through creative learning activities and gamification elements. Legal literacy forms and a self-assessment form on active citizenship were used to collect the data with mixed-design ANOVA used for data analysis. The results revealed that legal literacy and active citizenship in the experimental group were significantly higher than those in the control group. There was a significant coeffect between group and time (Group × Time interaction effect) on legal literacy, was well as on active citizenship. Changes were observed in the post-test and follow-up phases. This provided preliminary evidence that the program was associated with increased legal literacy and active citizenship during the short-term follow-up period. The experimental group also showed a higher awareness of civic responsibility and participation in social issues.