Promoting E-cigarette Literacy: Lessons Learned from Working with Non-formal Education Learners

Abstract

Thailand is currently facing an epidemic of e-cigarette use among children and youth, particularly in the group of learners receiving non-formal education (NFE). This situation is largely attributed to the marketing strategies employed by the tobacco industry and the limitations in effectively promoting e-cigarette literacy among a diverse group of learners. Therefore, this article aims to present lessons learned from promoting e-cigarette literacy for NFE learners and propose a model for promoting e-cigarette literacy to learners. This is achieved through an action learning process during and after implementation, and after-action review (AAR). The lessons learned analysis reveals that the promotion of e-cigarette literacy for NFE learners consists of three sequential steps: (1) Recognizing the target group; (2) Promoting experience-based learning, and (3) Reflecting on the learning outcomes. The key factors and conditions for success include collaboration with NFE network partners and a deep understanding of the learners' motivation for learning. The lessons derived from the implementation can, however, be developed into an experiential learning promotion model for e-cigarette literacy among NFE learners, known as the R-E-R Model, which stands for (1) Recognize: Understanding and familiarizing with the learners' prior experiences. (2) Experience: Collaborative learning between the learning facilitator and the learners, using experience as the basis. (3) Reflect: Evaluating the learning outcomes and the practical application of knowledge.