Asian Journal of Research in Nursing and Health

Health education programmes reliably increase what people know, yet population-level improvements in health-related behaviour frequently fail to follow. This critical narrative review examines the theoretical, psychological, and structural reasons for this persistent disconnect. Literature was identified through targeted searching of PubMed/MEDLINE, Scopus, Web of Science, PsycINFO, ERIC, and the Cochrane Library, supplemented by citation tracking, covering material published between 2000 and April 2026, with foundational theoretical works included where historically necessary. The review synthesises evidence across four domains: the competing cognitive, social-cognitive, and dual-process theories used to explain health behaviour; empirical demonstrations of the knowledge-attitude-practice and intention-behaviour gaps; structural determinants, principally health literacy and socioeconomic position, that condition whether knowledge can be acted upon; and the comparative effectiveness of health education delivered through schools, digital platforms, chronic disease self-management programmes, and sexuality education curricula. Across these domains, the evidence indicates that knowledge transfer is a necessary but insufficient condition for behaviour change, that intention formation explains only a modest proportion of variance in subsequent action, and that automatic, habitual, and environmentally cued processes frequently override deliberative educational input. Methodological heterogeneity, short follow-up periods, reliance on self-reported outcomes, and geographic concentration in high-income settings limit confidence in many effectiveness estimates. The review argues that health education's poor translation into behaviour is not primarily a failure of pedagogy but a mismatch between an information-deficit model of behaviour and the multi-determined, context-dependent, and often non-deliberative nature of real-world health behaviour. Programmes that integrate capability, opportunity, and motivational components, and that attend explicitly to habit formation and structural constraint, show more consistent, though still incomplete, translation of knowledge into sustained practice. Future research priorities include longer-term outcome tracking, integration of environmental and policy-level intervention with individual-level education, and more rigorous specification of the behaviour change techniques embedded within educational interventions.