Challenges Experienced by Patients With Chronic Venous Disease in Unresolved Postoperative Recovery After Iliac Vein Stenting: A Phenomenological Study.

Mental health literacy—defined as knowledge and beliefs about mental disorders that aid their recognition, management, or prevention—has drawn increasing attention in university settings worldwide. About one in four individuals will experience a mental health condition during their lifetime [], and among university students specifically, roughly 30% are affected, yet treatment-seeking rates remain low []. Mental health literacy is widely regarded as a key factor in closing this treatment gap []. Traditional face-to-face programs, however, face persistent barriers: limited accessibility, resource constraints, and the stigma that still surrounds mental health discussions []. Digital technologies have broadened the possibilities for mental health education. Online modules and mobile applications show promise in enhancing knowledge and reducing stigma [], yet purely digital approaches struggle with low engagement, poor completion rates, and the absence of interpersonal contact that many learners need []. Blended learning models—pedagogical designs that combine online media with classroom methods—have emerged as a response to these complementary shortcomings [], potentially pairing the flexibility of digital platforms with the social presence of face-to-face instruction. Despite this theoretical appeal, empirical evidence for blended learning in mental health literacy remains sparse. Most research has examined either purely digital or purely classroom-based programs, with few studies systematically evaluating integrated approaches []. International reviews suggest that blended models may improve learning outcomes in health education, but methodological rigor varies widely, and mental health literacy has received insufficient specific attention []. Domestically, rigorous randomized evaluations of digital mental health education are still uncommon [], a gap that risks leaving programs without the evidence base they require.