University students are a unique population subgroup, who experience a life transition into adulthood, often marked by the establishment of unhealthy eating behaviours(1) which are associated with chronic disease risk factors, poor mental health and lower academic achievement(2). Data regarding the food skills/behaviours of university students is limited, but low cooking self- efficacy and food skills are potential barriers to healthy meal preparation(1). Nourished@Deakin is an online cooking program, co-designed by Deakin University students, that aims to inspire students to cook and eat healthier. It commenced in November 2021 and includes a series of blogs, recipes, and cooking videos, available to all Deakin students via a Deakin University blog site. To determine if accessing Nourished@Deakin improves food skill confidence, food intake, and nutrition knowledge, participants completed a short online survey before accessing Nourished@Deakin materials and then again four weeks after their first engagement. The survey included 31 questions regarding confidence related to a variety of food skills (eg. recipe following, reading food labels, meal planning); 2 questions regarding fruit/vegetable intake; 11 knowledge questions regarding the Australian Dietary Guidelines (ADGs); and 16 demographic questions. Pre/post surveys were compared using paired t tests (knowledge scores, fruit/veg serves) or McNemar extact test (proportions). A total of 108 students completed the pre-survey and 41 (mean (SD) age 27.0 (8.4) years; 63% female) also completed the post-survey. Of the 41 participants who completed both surveys, 42% were studying within the Faculty of Health and 16 (39%) were living in the family home with parents. Most (68%) were studying full time and 59% were employed part-time/casually. Three-quarters were domestic students, and 59% were undergraduate students. Following completion of Nourished@Deakin, there was a significant increase in the proportion of participants feeling confident in two of the 31 food skills (namely ‘meal planning’: 44% pre vs 63% post, P<0.05; and ‘growing fruit and/or vegetables at home’: 22% pre vs 44% post, P<0.05). Fruit intake increased from 1.6 serves/day pre-program to 1.9 serves/day post-program (P<0.05), but vegetable intake remained stable (2.5 serves/day pre and 2.6 serves/day post, P = 0.287). Before participating in Nourished@Deakin, 56% of participants correctly reported the recommended daily serves of fruit and 66% correctly reported it for vegetables. The mean ADG knowledge score was 8.2/9 and 49% of participants got all nine questions correct. There were no significant changes in any of the knowledge markers post-program. Over a relatively short period, Nourished@Deakin produced modest improvements in the self-reported confidence in some food skills and self-reported fruit intake. A revised program (incorporating a greater variety of recipes, additional blogs, and new videos) may encourage greater engagement and result in increased confidence and knowledge in other targeted areas.

In a rapidly changing academic-scientific context, it is essential to adapt new learning strategies that foster the acquisition of new knowledge and the development of skills in future professionals, such as interacting synergistically with disciplines outside their own to execute projects successfully and comprehensively. The adaptation is only possible thanks to the inter and transdisciplinarity that Astrobiology has promoted since its inception. We use the term transdisciplinary for education that integrates different disciplines in a way to build new knowledge and increase the student's knowledge and skills. For this reason, this study aimed to demonstrate that an astrobiological stratospheric balloon launch project cultivates transdisciplinary awareness in participants: undergraduate university students in Lima, Peru. The sample consisted of 15 students from the following disciplines: biology, genetics, chemical engineering, physics, industrial engineering, agri-food engineering, forestry engineering, electronics engineering, mechatronics engineering, geology, geological engineering, philosophy, social communication, audiovisual communication and education. Using a semi-structured in-depth interview technique, experts validated the questions from the Universidad Nacional Mayor de San Marcos, Peru, and a matrix of meaning was constructed to classify the responses, ultimately obtaining the categories: contribution, complementarity and quantity. The participants' responses were processed and analyzed with Chat-GPT 3.5, revealing unanimous agreement that each participant's discipline contributed to the success of the balloon launch. To complement the qualitative interpretation of the results, a quantitative measurement was conducted to minimize subjective biases. Additionally, they gained knowledge and insights into other unfamiliar study subjects, collaborated to improve process quality, shared and harmonized their ideas to implement comprehensive solutions, and affirmed that their university education is often isolated or strictly focused on their specialization. In conclusion, experiences where different areas of knowledge converge in praxis, have the potential to awaken new technical, cognitive and communication skills in the individuals involved, utilizing astrobiological resources to invigorate and strengthen collective learning.

University life is a critical period for establishing healthy eating habits and attitudes. However, university students are at risk of developing poor eating habits due to various factors, including economic conditions, academic stress and lack of information about nutritional concepts. Poor diet quality leads to malnutrition or overnutrition, increasing the risk of preventable diseases. Food environments on university campuses also play a significant role in shaping the dietary habits of students, with the availability of and accessibility to healthy food options being important factors influencing food choices and overall diet quality. Disordered eating habits and body dissatisfaction are prevalent among university students and can lead to eating disorders. Income and living arrangements also influence dietary habits, with low household income and living alone being associated with unhealthy eating habits. This study is a narrative review that aimed to address nutritional issues and eating behaviours, specifically among university students. We investigated the eating behaviours of university students, including their dietary patterns, food choices and food environments. The objective of this review was to provide insights into the nutritional issues and eating behaviours of university students, with the aim of identifying target areas for intervention to improve the overall health and wellbeing among college students. University food environments need to be restructured to promote healthy eating, including the availability, accessibility, affordability and labelling of healthy foods, and policies to limit the availability of unhealthy foods and drinks on campus.

Energy drinks gained popularity after the launch of Red Bull in 1997. Different brands are now available and young adults mainly consume these drinks. This study assesses the knowledge, attitude, and perception of energy drink consumption among university students in Jordan. A validated online survey was used to collect the required data, extracted from Google Forms into an Excel spreadsheet and statistically analysed using Statistical Package for Social Sciences version 24.0. A nationally representative sample of university students with a mean age of 22⋅2 ± 3⋅9 years (n 749) was obtained. The participating students demonstrated a neutral level of knowledge about energy drinks, as the mean score of knowledge = 7⋅1 ± 2⋅2 (out of 12), with 66 % (n 498) of them having consumed energy drinks and experienced their effects. Generally, the study's participants demonstrated a neutral attitude towards energy drinks and 70⋅5 % (n 528) acknowledged that energy drinks increase activity, but more than 70 % of them believed that energy drinks have harmful side effects. It was found that there is a significant (P-value <0⋅5) positive correlation between knowledge score and female gender, studying a medical major, and monthly income. The main reasons for consuming energy drinks were reported to be: to stay awake for longer, help study, and become more energetic. There is a need for more structured awareness campaigns to warn students about the possible side effects of these products in order to reduce the consumption and popularity of these drinks among students.

University students face vast mental health challenges, and both attitudinal and structural barriers to seeking care. Embedding interventions in college courses is one solution. Acceptance and commitment therapy (ACT) is an ideal candidate intervention given its emphasis on values, context, and skill building from a transdiagnostic perspective. This study embedded a brief ACT intervention in a required freshman seminar that was delivered by trained but unlicensed graduate students. In two class sessions of the freshman seminar taught by the same instructor, one session was randomly assigned to receive the course as usual, and one session received the ACT intervention. ACT content was delivered to all students in the intervention course on five consecutive weekly class periods. Students in both classes who chose to participate in the study completed assessments before and after the intervention and at follow-up. There were no significant changes with tests that were run, including non-parametric tests given the small sample sizes. Descriptively, the intervention group had slight improvements in wellbeing and mindfulness and decreases in distress, and the control group had worsened wellbeing, mindfulness and distress. A moderate portion of intervention group students enjoyed the intervention and indicated use of ACT skills, particularly mindfulness. Results suggest that this classroom-based intervention was feasible and acceptable, but further study should occur given small sample sizes. Future work should continue course-based ACT interventions, and should also explore potential applications of student training to deliver interventions given the shortage of mental health providers on college campuses.

Mental disorders are common among university students. In the face of a large treatment gap, resource constraints and low uptake of traditional in-person psychotherapy services by students, there has been interest in the role that digital mental health solutions could play in meeting students’ mental health needs. This study is a cross-sectional, qualitative inquiry into university students’ experiences of an online group cognitive behavioural therapy (GCBT) intervention. A total of 125 respondents who had participated in an online GCBT intervention completed a qualitative questionnaire, and 12 participated in in-depth interviews. The findings provide insights into how the context in which the intervention took place, students’ need for and expectations about the intervention; and the online format impacted their engagement and perception of its utility. The findings of this study also suggest that, while online GCBT can capitalise on some of the strengths of both digital and in-person approaches to mental health programming, it also suffers from some of the weaknesses of both digital delivery and those associated with in-person therapies.

This study examined the mediating role of civic skill-acts and direct associations of group identity on intentions to engage in peaceful or radical protest actions (i.e., activism or radicalism intentions respectively). A sample of 526 university students in Hong Kong was surveyed. The findings suggested that political identity complementarily mediated the relationship between joining political activities and radicalism intentions. Religious identity and ethnic/racial identity each have an indirect-only mediation to activism as well as radicalism intentions when mediated by community activities and responding activities respectively. Finally, political identity and economic identity each have direct-only mediations to activism intentions respectively. These results suggest that although group identity and civic skill-acts uniquely contribute to protest intentions, the inter-relationship is complicated by the type of group identity, civic skill-act, and protest activity studied. Recommendations for future studies are discussed in light of the findings.

The high prevalence of mental health problems among university students poses a challenge when developing effective interventions, with digital technologies emerging as a potential resource to address this problem. The inclusion of student input in the design and development of such interventions is critical to improving their impact. This study contributed to the initial phase of a research project that aims to adapt and evaluate the feasibility and acceptability of an early intervention for anxiety and depression based on digital technologies for university students. Three participatory workshops were conducted with 13 university students in Chile to inquire about the features and content that a mental health mobile app should include to meet their needs and preferences. The workshop transcripts were analysed using inductive thematic analysis. The results of this study highlight the value of modifications such as the personalisation of some features of the app. The students recommended incorporating topics related to university life and the possibility of contacting a mental health professional, as well as the inclusion of peer interaction or other forms of support.

The bacterium Neisseria meningitidis causes life-threatening disease worldwide, typically with a clinical presentation of sepsis or meningitis, but can be carried asymptomatically as part of the normal human oropharyngeal microbiota. The aim of this study was to examine N. meningitidis carriage with regard to prevalence, risk factors for carriage, distribution of meningococcal lineages and persistence of meningococcal carriage. Throat samples and data from a self-reported questionnaire were obtained from 2744 university students (median age: 23 years) at a university in Sweden on four occasions during a 12-month period. Meningococcal isolates were characterised using whole-genome sequencing. The carriage rate among the students was 9.1% (319/3488; 95% CI 8.2–10.1). Factors associated with higher carriage rate were age ≤22 years, previous tonsillectomy, cigarette smoking, drinking alcohol and attending parties, pubs and clubs. Female gender and sharing a household with children aged 0–9 years were associated with lower carriage. The most frequent genogroups were capsule null locus (cnl), group B and group Y and the most commonly identified clonal complexes (cc) were cc198 and cc23. Persistent carriage with the same meningococcal strain for 12 months was observed in two students. Follow-up times exceeding 12 months are recommended for future studies investigating long-term carriage of N. meningitidis.

In the last decade, the increased complexity of, and levels of access to, financial products and services, together with rising household debt and the funding of an ageing population, have prompted the State to place increased focus on financial education, with the dual objectives of regulating to enhance market efficiency and mitigating social welfare issues attributed to poor financial decisions. Financial literacy is crucial for young adults as they embark on life events involving major expenditure and debt, particularly for university students who have already accrued a debt based on Higher Education contribution scheme liability and who are making labour market decisions. This paper investigates the determining factors of personal financial literacy levels among a sample of university students at different stages of study and across diverse study areas including business, education, arts, humanities and the sciences; with some interesting findings for policy makers. It also provides indicative evidence of students’ preferred method of learning more about personal finance to facilitate the effective design of personal financial literacy programs.