Abstract

This study explores the interplay between educational technology adoption, online community participation, self-paced learning, and graduate students' health promotion skills in physical education programs. It investigates how these factors facilitate or hinder skill development by examining teaching techniques and interventions in graduate education. Using a qualitative approach, semi-structured interviews were conducted with 18 graduate students until thematic saturation was reached. Narratives were analyzed through a three-step thematic analysis to uncover relationships and insights. Findings reveal that educational technology enhances health promotion abilities, while online communities present both opportunities and challenges. Self-paced learning was found to empower students, highlighting the importance of guidance in the learning process. The study identifies a nuanced structure within educational technology that supports graduate students’ well-being in physical education programs. By examining the connections between health promotion skills and educational strategies, this research advances understanding of health education programs. The integration of theoretical and empirical insights provides practical recommendations for educators, policymakers, and practitioners. These findings offer valuable perspectives on how technological factors shape graduate education, contributing to academic discourse and promoting student well-being.

Keywords

References

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