Evaluating the role of health education in sexually transmitted infections prevention through the lens of the health belief model

Sexually transmitted infections (STIs) remain a pressing global public health concern, particularly among vulnerable populations such as adolescents and young adults. Health education serves as a tool for preventing the spread of STIs by promoting informed decision-making and encouraging safer sexual behaviours. This paper explores the effectiveness of health education in STI prevention through the theoretical framework of the Health Belief Model (HBM). By analysing constructs of the HBM, perceived susceptibility, perceived severity, perceived benefits, perceived barriers, cues to action, and self-efficacy, this paper demonstrates how tailored health education interventions can foster behavioural change. It adopts a narrative literature review methodology, drawing on empirical studies, programme evaluations, and theoretical analyses to synthesise current evidence on the application of HBM in STI prevention. Drawing from existing literature, this paper highlights the importance of culturally sensitive, accessible, and sustainable educational strategies. Challenges such as stigma, limited access to services, and cultural constraints are also examined. The findings underscore the necessity of integrating behavioral theories like the HBM into health education initiatives to enhance their impact and long-term effectiveness in reducing STI prevalence. Recommendations include integrating HBM into sex education curricula, adapting culturally appropriate content, using digital technologies for broader engagement, and improving access to testing and treatment services.