Healthy lifestyle management among undergraduate and postgraduate university students

Introduction

Healthy lifestyle management refers to the conscious and systematic practice of behaviour that promote physical, mental and social well-being. It encompasses a balanced diet, regular physical activity, adequate sleep, stress management, avoidance of harmful habits like smoking and excessive alcohol consumption and the maintenance of positive social relationships. Effective healthy lifestyle management is not only crucial for preventing chronic diseases such as diabetes, cardiovascular conditions and obesity but also for enhancing overall quality of life and longevity (World Health Organization, 2018; Pender et al., 2011) [19] . Among students, particularly those in undergraduate and postgraduate programs, healthy lifestyle management plays a vital role in ensuring academic success, mental resilience and physical stamina. The transition into higher education often brings lifestyle changes that may disrupt established healthy routines, leading to irregular eating habits, reduced physical activity and increased stress (Alzahrani et al., 2020) [21] . Therefore, promoting and managing healthy lifestyles among students is essential for their personal and professional development (Sogari et al., 2018) [16] . The concept of healthy lifestyle management among university students has gained increasing attention in recent years due to its significant impact on both academic performance and long-term well-being. Undergraduate (UG) and postgraduate (PG) students, often experiencing independence after hectic PU boards, entrance exams and academic pressures, are particularly vulnerable to developing unhealthy habits such as poor diet, physical inactivity, irregular sleep patterns and high stress levels (Kumar & Patra, 2017) [12] . These behaviours, if not addressed early, may escalate into chronic health problems including obesity, diabetes, cardiovascular diseases and mental health disorders (Verma et al., 2020) [8,17] . Transitioning from adolescence to early adulthood, students often struggle to balance academic commitments, social life and personal health. This phase is also critical for establishing lifelong health habits. Studies conducted in Indian universities have revealed that many students neglect nutritious diets, regular exercise and mental health care, www.extensionjournal.com leading to an increased prevalence of lifestyle-related disorders (Mehta et al., 2021) [10] . Moreover, barriers such as lack of time, academic stress and easy access to junk food exacerbate unhealthy practices (Ravikiran et al., 2014) [14] . Effective management of a healthy lifestyle involves a combination of balanced nutrition, regular physical activity, stress management and adequate sleep. University campuses have the potential to act as a supportive environment by offering health promotion programs and counselling services. Addressing lifestyle issues at this formative stage can help shape healthier future generations and reduce the burden of non-communicable diseases (Gupta & Mishra, 2019) [5] . Therefore, understanding the current lifestyle behaviours and constraints faced by UG and PG students is essential for designing targeted interventions that promote holistic health. This study aims to assess the lifestyle patterns among university students and identify strategies to enhance their health and well-being. Objectives 1. To assess the knowledge of UG and PG students on healthy life style management. 2. To explore the extent of healthy life style management practices. 3. To identify the constraints in following healthy life style practices.

Methodology

The study was conducted at University of Agricultural Sciences, Dharwad to analyse the healthy life style management of under graduate and Post graduate students. Study participants were randomly selected based on a convenient simple random sampling technique. In total 51 students from both UG and PG were randomly selected which consists of 26 UG 25 PG students. An online questionnaire was used to collect the data. The study questionnaire consists of twelve parts. The first part includes demographics; the second is related to knowledge on healthy life style management; the third section gathers information about the sources students use for healthy lifestyle knowledge; the fourth captures their exercise habits; the fifth assesses the consistency of their healthrelated practices; the sixth examines their nutritional behavior; the seventh identifies potential health risk behaviors; the eighth evaluates their sense of health responsibility; the ninth explores the support they receive from social networks; the tenth looks into their methods of stress management; the eleventh measures their appreciation of life; and the final section identifies the constraints they face in maintaining a healthy lifestyle. All information about the students, collected during the study was kept confidential, secure and accessible only to the research team members. The collected data were analyzed using simple statistical tools like frequency and percentage, garratte ranking. Descriptive analyses were expressed in terms of percentages.

Results

Socio-economic characters of the respondents

The socio-economic profile of respondents provides essential context for interpreting their lifestyle behaviours.

A majority of the students (56.86%) belonged to the age group of 19-22 years, indicating that most participants were in early adulthood a critical phase for the development of lifelong health habits. This stage is often associated with increased independence, academic pressure, and lifestyle transitions, which can significantly influence health behaviours (Nelson et al., 2008) [22] . The sample included a nearly equal proportion of undergraduate (50.98%) and postgraduate students (49.01%), allowing for balanced representation across academic levels. Postgraduate students, due to their advanced academic exposure and maturity, are often expected to demonstrate better health awareness and decision-making abilities.

In terms of family structure, the majority (70.58%) belonged to nuclear families, followed by extended (23.52%) and joint families (5.88%). This trend reflects changing societal patterns and may influence lifestyle behaviours, as family environments play a significant role in shaping dietary habits, stress management, and physical activity (Savage et al., 2007) [15] . The rural-urban distribution was nearly equal, with 50.98 per cent from rural areas and 49.01 per cent from urban areas, providing a balanced perspective on accessibility to health resources and lifestyle differences (Patra et al., 2020) [12] . However, the gender distribution was skewed, with males constituting 78.43 per cent of respondents. This imbalance may influence the findings, as previous studies suggest gender differences in health behaviours, with females generally showing greater engagement in health-promoting practices (Wardle et al., 2004) [18] . [23] . These findings align with earlier studies suggesting that university students generally exhibit high health literacy, particularly in academic environments that promote awareness (Das & Sarkar, 2014; Moshki et al., 2013) [3,11] . However, knowledge alone does not necessarily translate into practice, highlighting the importance of examining behavioural aspects. A large majority of students (88.20%) reported actively seeking information on healthy lifestyle management, indicating a high level of health consciousness. This reflects a proactive attitude towards maintaining well-being and aligns with global trends of increased health awareness among young adults (Bennett et al., 2009) [1] . The accessibility of digital platforms has significantly contributed to this behaviour, enabling students to explore topics such as nutrition, fitness, and mental health independently (Kim & Xie, 2017) [7] . However, a small proportion (11.80%) did not seek such information, possibly due to lack of motivation or perceived relevance. Students relied on a variety of sources, with family and friends (68.60%), social media (66.70%), and internet platforms (64.70%) being the most commonly used. Health professionals (58.80%) and academic classes (56.90%) were also significant sources. This pattern reflects the growing influence of informal and digital platforms in shaping health behaviours (Hausmann et al., 2018). Traditional media such as television and radio (17.60%) were least preferred, indicating a shift in information consumption trends among youth (Pew Research Center, 2019) [6,13] . Despite high usage of digital platforms, students placed the greatest trust in medical experts (43.13%), followed by family members and teachers. Social media influencers were ranked as the least trusted source. This suggests that while students frequently access online content, they still rely on professional credibility for validation, consistent with findings by Freeman et al. (2020) [4] . When asked about the kinds of health topics they are most interested in, students were allowed to select multiple responses. Students showed the highest interest in exercise and fitness (74.50%) and diet and nutrition (62.74%), followed by mental health and stress management (50.98%).

Information on healthy life style management Seeking of Information on healthy life style management

Preference of Source of information on healthy life style practices

Topics students find interesting with respect to health

Lower interest in sleep (39.21%) indicates a gap in awareness despite its importance (Lund et al., 2010) [9] .

Usage of mobile applications and websites for information on healthy life style management www.extensionjournal.com The majority of students (66.70%) reported that they do not use such digital platforms regularly. In contrast, only 33.33 per cent of students indicated that they do regularly use mobile apps or online websites for health-related information. These findings suggest that while digital tools are widely available, their consistent use among students for health, diet and fitness information remains relatively low. Among students who reported using mobile applications or online platforms to obtain information on health, diet and fitness, a variety of tools were mentioned. Commonly cited sources included Google, YouTube and Instagram, reflecting the popularity of easily accessible and visual content. Specific health-related apps mentioned were FitOn, Lose Weight Application, Pedometer, Fit Me App, Breath Free and Home Workout, indicating a preference for fitnessfocused tools. Additionally, platforms such as WebMD and

ChatGPT were used for more general or question-based health information. A few students also referred to content from The Doctor's Podcast, Kannada Health and Fitness and Indian weight loss diet plans, suggesting that both localized and culturally relevant content plays a role in informationseeking behaviour. These findings demonstrate a diverse range of digital sources used by students, with a noticeable inclination toward multimedia platforms and mobile apps that offer practical, user-friendly content. However, several students noted that their use was not on a regular basis, reinforcing earlier results showing that consistent engagement with digital health tools remains limited. reported Doing so sometimes, 23.52 per cent often and 9.80 per cent routinely, while 31.37 per cent never engaged in this behaviour. Similarly, regarding using a computer or reading continuously for more than one hour, 33.33 per cent reported doing so often, 31.37 per cent sometimes, 17.64 per cent routinely and 17.64 per cent never. These findings suggest that while risky behaviours like substance use are minimal among students, prolonged screen and audio device use is relatively common and may warrant attention due to its potential long-term impact on vision and hearing health. Students' health responsibility behaviours were assessed using the scale of Never, Sometimes, Often and Routinely. When asked whether they go to a doctor promptly upon noticing unusual signs or symptoms, a majority (47.05%) reported doing so sometimes, while 29.41 per cent said often and only 13.72 per cent did so routinely. Similarly, in response to complying with doctor's advice and treatment, 49.01 per cent stated they do so often, 23.52 per cent sometimes and 19.60 per cent routinely, with 7.84 per cent never complying. A positive trend was observed in basic personal hygiene behaviours: 47.05 per cent reported routinely brushing or flossing teeth after meals, while 27.45 www.extensionjournal.com per cent often and only 7.84 per cent never. Notably, 82.35 per cent of students routinely washed their hands before meals and 82.35 per cent also reported routinely covering their mouth and nose when sneezing or coughing, reflecting strong adherence to infection prevention behaviours. Furthermore, 74.50 per cent of students stated they routinely keep public environments clean, while only 1.96 per cent never engaged in this behaviour. These findings suggest that while students largely practice good hygiene and environmental responsibility, health-seeking behaviours like timely doctor visits and full adherence to medical advice remain areas needing improvement.

Healthy life style practices Exercise behaviour

Health responsibility behaviour of students

Social support Fig 11: Social support behaviour of the students

Students' social support behaviours were assessed using a scale of Never, Sometimes, Often and Routinely. The majority of students showed strong prosocial tendencies, with 54.90 per cent reporting that they routinely help classmates in trouble and 35.29 per cent doing so often, while only 3.92 per cent never offered help. Similarly, 49.01 per cent of students routinely participated in group activities with classmates and 31.37 per cent did so often, indicating high levels of peer interaction and cooperation. However, engagement with relatives appeared more moderate, as only 29.41 per cent reported routinely keeping in touch and 27.45 per cent said often, while 37.25 per cent maintained contact sometimes. Regarding emotional support behaviours, 23.52 per cent reported routinely talking about their troubles with others, while 47.1per cent did so sometimes, suggesting moderate levels of emotional openness. A more empathetic trend was seen in how students handle interpersonal matters, with 31.37 per cent routinely and 39.21 per cent often paying attention to others' feelings. In contrast, only 11.76 per cent routinely expressed their own feelings in an inoffensive manner, while 45.09 per cent of students never engaged in this behaviour, indicating challenges in assertive communication. Overall, while students appear to offer support to others, there may be a need to develop their selfexpression and emotional communication skills. The findings show that a large proportion of students exhibit positive life appreciation behaviours. A significant 50.98 per cent of students reported that they routinely accept new experiences and challenges with pleasure and 39.21 per cent do so often, indicating a high level of openness and enthusiasm toward personal growth. Regarding feeling content, 35.29 per cent of students reported experiencing it routinely and 41.17 per cent often, though 21.56 per cent only felt content sometimes, suggesting room for improvement in emotional well-being. When it comes to actively engaging in daily life and academics, 50.98 per cent of students stated they routinely make an effort to take interest and seek challenges and 31.37 per cent do so often. Similarly, 64.70 per cent of students routinely scheduled study and leisure activities, showing strong time management habits that support balanced living. Moreover, 56.86 per cent reported routinely clarifying their own learning purpose, while another 31.37 per cent did so often, reflecting high levels of goal orientation and self-awareness. These results suggest that most students maintain a strong sense of purpose and appreciation for personal development, with consistent habits supporting both academic and emotional well-being. When asked about the barriers preventing regular exercise, a majority of students (52.94%) reported lack of time as the primary obstacle. This suggests that academic workload and other commitments may be limiting students' ability to prioritize physical activity. Additionally, 41.17 per cent of students cited lack of motivation as a significant barrier, indicating the need for strategies to boost intrinsic and extrinsic motivation towards exercise. Another 35.29 per cent identified lack of access to appropriate space or facilities as a hindrance, reflecting possible environmental or infrastructural limitations. Since multiple responses were allowed, these findings highlight that a combination of time constraints, psychological factors and environmental challenges contribute to students' irregular exercise patterns. When students were asked about the challenges they encounter while attempting to eat healthy, the most frequently reported barriers were availability and taste preferences, each cited by 56.86 per cent of respondents. This indicates that many students struggle to find healthy food options that are both accessible and appealing to their taste. Time to cook was another notable barrier, reported by 33.33 per cent of students, suggesting that the effort and time required for meal preparation may discourage healthy eating. Additionally, 31.37 per cent of students identified cost as a limiting factor, reflecting the perception that healthy foods are often more expensive than less nutritious alternatives. Since multiple responses were allowed, the findings suggest that a combination of environmental, personal and economic factors contributes to students' difficulty in maintaining a healthy diet.

Stress management practices of students

Challenges faced by students when trying to eat healthy food

When students were asked about the biggest obstacles in maintaining a regular routine for health, the most frequently cited barrier was time management, reported by 74.50 per cent of the respondents. This suggests that balancing academic, personal and social responsibilities poses a significant challenge to maintaining consistent healthrelated behaviours. Lack of guidance was identified by 35.29 per cent of students, indicating a need for structured support or mentorship in forming and sustaining healthy habits. Additionally, 33.33 per cent of students pointed to peer pressure as an influencing factor that can divert them from health-focused routines.

Obstacles faced by students in maintaining a regular routine for health www.extensionjournal.com Overall, the findings imply that knowledge plays a role in influencing certain lifestyle behaviours but may not be the sole determinant of healthy lifestyle adoption. A positive relationship was observed between knowledge and behaviours such as stress management (r = 0.38) and life appreciation (r = 0.34). However, weaker correlations with exercise and nutrition suggest that knowledge alone is insufficient to ensure behavioural change.

Discussion

Socio-economic characters of the respondents

The demographic profile of the participants provides essential context for interpreting their health-related behaviours and attitudes. The predominance of students aged 19-22 years (56.86%), a stage typically associated with the transition to greater autonomy, suggests that many are in the process of forming lifelong habits, including those related to health and wellness (Nelson et al., 2008) [22] . This age group is particularly receptive to health promotion initiatives but may also face challenges such as irregular routines and academic pressures. The nearly equal representation of undergraduate (50.98%) and postgraduate (49.01%) students allows for meaningful comparisons across different levels of academic maturity, which may influence health literacy and behaviour adoption. Students from nuclear families (70.59%) may have more individual autonomy but potentially less social support for healthy behaviours compared to those from extended or joint families, as family environment is known to influence dietary habits, stress coping mechanisms and physical activity (Savage et al., 2007) [15] . The balanced rural-urban distribution highlights the relevance of geographic factors, such as access to health facilities and recreational infrastructure, which can significantly impact lifestyle choices (Patra et al., 2020) [12] . However, the gender imbalance with 78.43% male participants may skew certain results, as studies have shown that males and females often differ in their health behaviours, with females generally showing higher engagement in health-promoting practices (Wardle et al., 2004) [18] . [3,11] . The slightly higher proportion of postgraduates with high knowledge levels may be attributed to their advanced academic exposure, maturity and broader access to credible health information sources through academic research and critical thinking skills (Tavolacci et al., 2017) [23] . Furthermore, access to digital media and institutional health promotion programs may also contribute to the widespread awareness observed in this study (Borowska et al., 2020) [2] . However, knowledge alone does not guarantee behaviour change and further evaluation of actual health practices is necessary to assess the translation of awareness into action. Nonetheless, these findings highlight the effectiveness of current educational environments in imparting essential health knowledge and the potential for leveraging this knowledge in developing targeted health interventions for young adults.

Conclusion:

This study aimed to assess the knowledge, practices and challenges related to healthy lifestyle management among undergraduate and postgraduate students at the University of Agricultural Sciences, Dharwad. The findings reveal a high level of awareness and knowledge about healthy lifestyle practices, with over 90% of students in both academic categories demonstrating strong understanding across core health domains, including nutrition, exercise, mental well-being and risk behavior prevention.

Students displayed an active interest in seeking health information, primarily through digital platforms such as the internet and social media, though they placed greater trust in professional sources like medical experts and educators. Interest was highest in topics such as exercise, diet and mental health, signifying a holistic awareness of wellness beyond just physical activity. However, regular engagement with mobile health applications and online tools remained limited, highlighting a gap between awareness and consistent application of available resources. In terms of practice, students showed good adherence to basic health routines like hydration, hygiene and fiber intake and low engagement in harmful behaviors such as smoking and alcohol use. However, inconsistencies were observed in sleep, exercise regularity, time management and proactive healthcare-seeking behaviors. These gaps suggest that while students are informed and moderately motivated, structural, psychological and logistical barriers limit their ability to consistently apply healthy lifestyle practices. Key constraints identified include poor time management (74.5%), lack of motivation and guidance, as well as barriers like limited food availability, high costs and peer influence. These findings underscore the need for institutional support mechanisms such as health education programs, time management training, accessible fitness facilities and nutritional planning support. Tailored interventions that integrate both digital tools and peer engagement could bridge the gap between knowledge and practice.

In conclusion, the student population surveyed demonstrates promising levels of health literacy and a foundational commitment to maintaining healthy lifestyles. However, to translate awareness into sustainable behavior, targeted strategies must address the practical challenges students face. Future research and university health initiatives should prioritize skill-building, accessible health services and motivational support to cultivate lasting, health-promoting habits during this critical life stage.

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