A Teachers’ Readiness to Implement Deep Learning-Based Health Education for Hypertension Prevention in a Primary School Context

Teachers’ Readiness to Implement Deep Learning-Based Health Education for Hypertension Prevention in a Primary School Context

Abstract

The integration of deep learning-oriented pedagogy into primary health education remains limited, particularly in preventive health contexts such as hypertension literacy. While schools play a crucial role in fostering early health awareness, teachers’ readiness to adopt transformative instructional approaches has not been sufficiently examined. This study aims to investigate teachers’ readiness to implement deep learning-based health education for hypertension prevention in a primary school setting. A descriptive quantitative survey was conducted involving 30 teachers from a public primary school in Jumapolo, Karanganyar, Central Java. Data were collected using a validated readiness questionnaire encompassing cognitive understanding, affective disposition, perceived instructional competence, and implementation intention. Descriptive statistical analysis revealed that teachers demonstrated a moderate to high level of readiness across dimensions, with affective willingness showing the highest mean score. These findings provide preliminary empirical insights into the potential integration of deep learning pedagogy within school-based preventive health education. The study underscores the importance of structured professional development to strengthen instructional competence in health literacy implementation at the primary level.