Significant sociocultural barriers to sexual and reproductive health (SRH) information influence what is acceptable to discuss and learn within the Malaysian community. To address gaps in their knowledge, adolescents routinely turn to the Internet. This study identifies the ways they navigate SRH information found online. One-on-one interviews were conducted with 17 Malaysian adolescents. The data were analysed with reflexive thematic analysis. Participants navigate SRH information using intuitive strategies, known locally as pandai-pandai. This important cultural concept involves balancing between adherence to social norms and resourcefulness in problem-solving. Pandai-pandai strategies were observed in three domains: (1) navigating SRH sources, (2) evaluating and verifying SRH information, and (3) processing SRH information. Malaysian adolescents' strategies for evaluating SRH information extend beyond traditional critical evaluation models and are driven by emotional, social, and cultural criteria, requiring a reconsideration of what constitutes critical evaluation in this context.
The past decade has seen a rapidly changing landscape in priority areas for public health globally and, as such, across the teaching and learning curriculum for tertiary education in health sciences. The nature of some of these changes has led to pedagogical challenges in higher education that require transformative, interactive, and virtual modes of delivery and knowledge facilitation not previously seen. The COVID-19 pandemic, climate change, increasing health disparities, and a shift to a focus on noncommunicable diseases has merged with the changing nature of social, cultural, and technological preferences of the generations living through such times to see an increasing need in more viable teaching solutions for these "wicked problems." This article outlines key innovations empirically demonstrated to meet these challenges through nuanced responses to increasingly disrupted approaches to linear delivery of content and a shift toward bite-sized, interactive, reflexive modes of achieving learning objectives.