Over the past years, many interdisciplinary projects received support from the institute for Preventive Health (i4PH). Annemieke Groenenboom has interviewed researchers from four supported projects: what are they researching, and how did they start up their interdisciplinary and transdisciplinary research? Stay tuned to learn more about the projects and dive into the ins-and-outs of interdisciplinary collaborations (audio in Dutch).

Featured in this episode, Kirsten Verkooijen (Wageningen University & Research) about their transdisciplinary project: Healthy LIFestyle for low liTerate teenagers (LIFTS), that was awarded a €1.4 million NWO grant.

Extra support in making healthy choices is something students in practical education could really use. However, we don’t fully understand ‘how’ to provide this support, as they rarely participate in health research. In the transdisciplinary project Healthy LIFestyle for low liTerate teenagers (LIFTS), scientists and social organisations are developing technological innovations for this purpose—together with the students themselves. A glimpse into the process!

“Students in practical education often struggle with learning and frequently grow up in lower socio-economic environments with few healthy role models,” explains project leader Kirsten Verkooijen (Wageningen University & Research). “This puts them at risk of adopting an unhealthy lifestyle. Unfortunately, they are often overlooked in health research, for example, because researchers fail to reach them or use questionnaires that are too complex.”

The Research

All the more reason for Eindhoven University of Technology, Wageningen University & Research, and Utrecht University to delve into the world of these young people and develop technological innovations to help them lead healthier lives, such as games and virtual reality (VR). After all, this aligns well with the experiential learning style of students in practical education.

”We’re doing this for students in practical education, but especially with them.”

“We’re doing this for students in practical education, but especially with them,” Verkooijen explains. “In addition, around 20 social organisations are involved, ranging from practical education schools to tech developers. Together, we form one large transdisciplinary team, which also includes four PhD candidates: Madelief Engels (WUR), Inês Ribeiro (TU/e), Simone Ooms (UU), and Daniëlla van Uden (WUR). They primarily focus on physical activity, nutrition, mental well-being, and the use of technologies.”

According to Verkooijen, the main challenge is working from a latent need: “The students aren’t actively asking for a healthy lifestyle, which means you have to put in extra effort to remove barriers and create appealing solutions. This can only be achieved through a deep understanding of the target group and their needs. That’s why we work closely with the students, and one of the PhD candidates focuses specifically on the participatory process.”

The Approach

“At the start of 2024, we began mapping out what concerns these young people and identifying the health issues they face. We discovered the group is more diverse than we initially thought, meaning a more tailored approach is needed. Teachers also had mixed opinions on how actively we could involve students in the research. For instance, we were surprised to learn that many students don’t eat at school because they don’t feel comfortable doing so in front of their peers.”

”We discovered the group is more diverse than we initially thought, meaning a more tailored approach is needed.”

The team is currently working on a needs assessment. Verkooijen explains: “We use creative methods to explore the students’ needs together with them. For example, one of the PhD candidates is organising photography workshops. The students take photos of their current eating habits and food environment, highlighting healthy and sustainable eating behaviours. We then assess which technological innovations already exist, how well they meet the needs, and whether any adjustments or new innovations are required.”

Transdisciplinary Collaboration

“Our transdisciplinary approach provides many new insights, but it is also an exciting and open process,” concludes Verkooijen. “The goals and methods are set, but we don’t know more about the outcome than that at least one innovation must be developed that is used consistently by the students. This requires a very open and flexible attitude from all involved partners. Whether and how they will play a role is unpredictable. If the needs assessment shows that VR is the technology that helps students make healthier choices, the VR partner will take on a larger role. But it could just as easily head in the direction of an app.”

”Our transdisciplinary approach provides many new insights, but it is also an exciting and open process. This requires a very open and flexible attitude from all involved partners.”

“Moreover, it takes a relatively long time to actually develop innovations. At the same time, we don’t have to wait for the needs assessment to be completed, because introducing existing technologies can also inspire the students. For example, Eindhoven University of Technology (TU/e) has developed the GameBus platform to prototype digital tools that promote a healthy lifestyle, and external partners also have a variety of tools. So, we are exploring both the demand and the supply.”

“Despite the uncertainties, all the social partners are fully behind involving the target group and the open exploration. We will continue on this path and conclude zthe project in 2028 with promising innovations that will be sustainably embedded in practical education and remain relevant, thanks to the involvement of tech developers and partners who take ownership.”