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Exploring HIV/AIDS Awareness, Misconceptions, and Stigma among
University Students: A Basis for an Institutional Action Plan for
Prevention and Intervention
Dr. Annaliza C. Tibayde
West Visayas State University-Himamaylan City Campus Himamaylan City, Negros Island Region,
Philippines
DOI: https://doi.org/10.51244/IJRSI.2025.120800141
Received: 09 Aug 2025; Accepted: 15 Aug 2025; Published: 15 September 2025
ABSTRACT
This report presents an in-depth analysis of a study investigating HIV/AIDS awareness, misconceptions, and
stigma among 300 university students in Western Visayas. The primary objective is to enhance comprehension
of the study's findings and provide a robust foundation for evidence-based institutional action plans aimed at
prevention and intervention. The study revealed that while students generally possess a high level of awareness
regarding HIV/AIDS (Mean = 3.84), a significant proportion simultaneously holds persistent misconceptions,
particularly concerning non-transmission modes. For instance, nearly half (47%) incorrectly believe mosquito
bites can transmit HIV. Concurrently, moderate levels of HIV/AIDS-related stigma were observed (Mean =
2.91). A critical finding was the statistically significant moderate negative correlation between awareness and
stigma (r = -0.54, p <.001), indicating that an increase in accurate knowledge is associated with a reduction in
stigmatizing attitudes.
Furthermore, the understanding of HIV/AIDS varied significantly across different
academic programs, with students in health-related and education fields demonstrating a more nuanced
comprehension.
These findings underscore the urgent need for targeted, evidence-based educational
interventions. Key recommendations include the integration of precise HIV/AIDS education across all
university curricula, the implementation of peer-led campaigns to normalize discussions and challenge fear-
based narratives, and the establishment of robust institutional policy support for sustained initiatives. Such
strategies are essential to bridge the gap between general awareness and accurate understanding, thereby
effectively reducing stigma within the university community.
INTRODUCTION
Human Immunodeficiency Virus (HIV) and acquired immunodeficiency syndrome (AIDS) continue to pose
formidable public health challenges globally, with a disproportionate impact on low- and middle-income
countries. Despite decades of concerted awareness efforts, young people remain particularly vulnerable, not
only to infection but also to the pervasive social stigma associated with the disease. The Joint United Nations
Programme on HIV/AIDS (UNAIDS, 2023) highlights this ongoing vulnerability, emphasizing the critical
need for continued intervention. In the Philippines, the Department of Health (DOH, 2022) has reported a
significant increase in HIV incidence among youth, further accentuating the urgency for accurate education
and comprehensive awareness programs.
This study was specifically designed to examine university students' levels of awareness, misconceptions, and
attitudes toward HIV/AIDS within a higher education context in Western Visayas. The overarching goal was
to generate empirical data that could inform the development of institutional and policy-based strategies aimed
at reducing stigma. By contributing to the body of evidence-based interventions in health education, the study
sought to provide actionable insights for creating a more informed and compassionate university environment.
METHODOLOGY
The research employed a descriptive-quantitative design, utilizing a self-administered survey questionnaire.
This instrument was meticulously developed from validated HIV/AIDS awareness tools, including those from
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WHO KAP surveys, ensuring its reliability and relevance.
The study participants comprised 300 college
students, aged 18–25, enrolled at a state university in Western Visayas. These students were selected through
stratified random sampling, a method chosen to ensure representation across different year levels and college
affiliations. Ethical clearance was rigorously secured prior to data collection, upholding principles of
anonymity and voluntary participation. The University Research Ethics Committee formally approved the
study, with data collection occurring in March 2025.
For data analysis, SPSS v26 was utilized. Descriptive
statistics were employed to characterize awareness levels, while Pearson’s correlation was used to assess the
relationship between awareness and stigma. Misconceptions were also comprehensively profiled using
frequency counts and percentages to provide a detailed understanding of specific knowledge gaps.
RESULTS
This section provides a comprehensive, multi-layered analysis of the study's quantitative results, integrating
the presented tables and extracting deeper understandings to enhance clarity and actionable implications.
Overall Perceptions: Awareness, Misconceptions, and Stigma Levels
The foundational understanding of students' perceptions regarding HIV/AIDS is derived from the overall mean
scores for the key variables measured.
Table 1: Mean Scores of Student Awareness, Misconceptions, and Stigma about HIV/AIDS (N = 300)
1
Variable
Mean
Std. Deviation
Interpretation
HIV/AIDS Awareness
3.84
0.62
High Awareness
Misconceptions (Reverse Scored)
2.35
0.71
Moderate Misconception
HIV/AIDS-Related Stigma (Scale)
2.91
0.83
Moderate Stigma
The mean score for HIV/AIDS Awareness (M = 3.84), accompanied by a relatively low standard deviation
(0.62), indicates a generally high level of awareness among the surveyed university students. This suggests that
basic information about HIV/AIDS has been broadly disseminated and absorbed within this population,
aligning with the general objectives of public health campaigns.
However, a notable observation emerges from the mean score for Misconceptions (M = 2.35, reverse scored),
with a standard deviation of 0.71. This value points to a moderate level of persistent misconceptions.
This
finding is particularly significant as it reveals a disconnect: despite a broad recognition of HIV/AIDS, students
continue to hold incorrect beliefs about the disease. This suggests that while information may be widely
available, an accurate and nuanced understanding has not fully permeated the student body.
Furthermore, the mean score for HIV/AIDS-Related Stigma (M = 2.91), with a standard deviation of 0.83,
indicates a moderate level of stigma within the student population.
This suggests that despite awareness efforts,
discriminatory attitudes and social barriers remain prevalent, posing ongoing challenges for effective
prevention and intervention strategies.
The co-existence of "High Awareness" (M=3.84) and "Moderate Misconception" (M=2.35) presents a critical
paradox. This pattern suggests that simply increasing the quantity of information (awareness) does not
automatically translate into a quality of understanding or the eradication of deeply ingrained false beliefs. This
implies that current educational approaches may be effective in broad dissemination but insufficient in
addressing specific, persistent inaccuracies. General awareness campaigns might focus on broad recognition or
high-risk behaviors, but they may fail to explicitly debunk common myths or address nuanced aspects of
transmission. Misconceptions, often rooted in fear or cultural narratives, tend to be more resilient than general
facts. This calls for a shift in educational focus from mere exposure to information to ensuring accurate and
comprehensive comprehension, especially concerning non-transmission modes and the social aspects of the
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disease. This represents a significant challenge for public health education, requiring a more sophisticated
pedagogical approach than simple factual dissemination.
The presence of moderate stigma (M=2.91) alongside moderate misconceptions strongly suggests that these
misconceptions are a primary driver of stigma. If individuals hold false beliefs about transmission (e.g.,
through casual contact), it logically follows that they would fear or avoid those perceived to be infected,
leading to stigmatizing behaviors. Stigma is often rooted in fear, and fear is frequently a product of ignorance
or misinformation. If people incorrectly believe HIV can be spread through casual contact, sharing food, or
mosquito bites (as will be further detailed in Table 2), their fear would naturally lead to avoidance,
discrimination, and a general stigmatization of people living with HIV. This implies that addressing
misconceptions is not merely about factual correctness but serves as a direct and potent pathway to reducing
stigma. The moderate stigma level observed appears to be a direct consequence of the persistent, specific
misconceptions, making targeted factual education a powerful anti-stigma intervention.
Specific Misconceptions: Unpacking Knowledge Gaps
To further understand the nature of the "Moderate Misconception" identified in Table 1, a detailed breakdown
of specific incorrect beliefs held by students is essential.
Table 2: Common Misconceptions about HIV/AIDS (% of Students Answering Incorrectly)
Incorrect Response (%)
42%
38%
47%
31%
The data presented in Table 2 reveals alarmingly high percentages of students holding incorrect beliefs about
non-transmission modes. Nearly half of the students (47%) incorrectly believe mosquito bites can spread HIV,
making this the most prevalent misconception.
Similarly, 42% incorrectly believe HIV can be transmitted
through casual contact, and 38% believe sharing food with an HIV-positive person causes HIV. These figures
directly quantify the "Moderate Misconception" identified in Table 1 and highlight critical areas where
accurate knowledge is lacking.
Furthermore, a significant portion (31%) views HIV/AIDS as a punishment for immoral behavior.
This
indicates a deeply entrenched moralistic and judgmental dimension to misconceptions, which strongly fuels
stigma and creates substantial barriers to empathy and support for people living with HIV.
The high percentages of incorrect responses regarding casual contact, sharing food, and mosquito bites suggest
that these misconceptions are not merely gaps in knowledge but represent deeply ingrained "common sense"
beliefs or urban myths. These forms of misinformation are often perpetuated through informal social networks,
cultural narratives, or historical fears, making them highly resistant to general awareness campaigns. If general
awareness is high (as indicated in Table 1), yet these specific, fundamental misconceptions persist at such high
rates, it implies that general awareness campaigns might gloss over these specific points or assume they are
understood. However, these myths are likely reinforced by informal conversations, media portrayals, or
cultural narratives, making them more resilient than simple factual statements can overcome, as they tap into
primal fears of contagion. This highlights the urgent need for targeted debunking strategies in educational
interventions. Programs must explicitly address these common misconceptions with clear, repetitive, and
authoritative information, directly confronting the false narratives. Furthermore, interventions need to consider
the informal channels through which misinformation spreads and find ways to counter them effectively.
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The 31% of students who believe HIV/AIDS is a "punishment for immoral behavior" signifies a significant
moralistic overlay to the stigma. This is not simply a factual error but a deeply rooted judgmental attitude that
can severely impede empathy, willingness to interact with people living with HIV (PLHIV), and support for
comprehensive prevention and treatment efforts. This belief assigns blame and moral culpability to individuals
with HIV, rather than viewing it as a health condition. Such a judgmental stance leads to social exclusion,
discrimination, and reluctance among affected individuals to seek testing or treatment due to fear of judgment
and ostracization. It also undermines public health efforts that rely on community solidarity and non-
discriminatory access to care. Educational interventions must therefore not only provide scientific facts but
also actively challenge moralistic judgments and promote empathy, compassion, and human rights. This
requires a more holistic approach that integrates social, ethical, and psychological components into health
education, moving beyond purely biomedical facts to address the affective and cultural dimensions of stigma.
The Critical Link: Awareness and Stigma Correlation
Understanding the quantitative relationship between awareness and stigma is crucial for developing effective
interventions.
Table 3: Pearson’s Correlation Between Awareness and Stigma (N = 300)
1
Variables
r
p-value
Interpretation
Awareness vs. Stigma
-0.54
<.001
Moderate Negative Correlation
A statistically significant moderate negative correlation (r = -0.54, p <.001) was found between awareness and
stigma.
This is a robust finding, indicating that as levels of awareness increase, levels of stigma tend to
significantly decrease. The p-value of <.001 confirms that this relationship is highly unlikely to be due to
chance, providing strong empirical evidence.
This strong negative correlation suggests a clear and empirically supported pathway for intervention:
increasing accurate awareness is a direct and effective mechanism for reducing stigma. This moves beyond
mere association to imply that educational interventions are not just about knowledge dissemination but are
powerful tools for social change and attitude modification. If accurate awareness among students can be
effectively increased, a measurable reduction in stigmatizing attitudes and behaviors can be anticipated. This
provides robust empirical justification for prioritizing and investing in comprehensive, fact-based educational
programs as a primary strategy for combating stigma. It shifts the focus from just managing the disease to
actively shaping the social environment that impacts people living with HIV, making education a cornerstone
of public health policy.
Given the co-existence of high general awareness (Table 1) and specific misconceptions (Table 2), this
correlation implies that it is not just any awareness that reduces stigma, but accurate, nuanced awareness that
directly challenges the misconceptions fueling stigma. Superficial or incomplete awareness might not be
sufficient to achieve significant stigma reduction. If general awareness is high, but specific misconceptions
persist, yet "awareness" still correlates negatively with stigma, it suggests that the "awareness" that effectively
reduces stigma must be the accurate component of knowledge that directly contradicts the specific
misconceptions. It is the knowledge that disarms fear and replaces false beliefs with facts. General awareness
might initiate the process, but targeted, accurate understanding is what drives significant change. This
highlights that the quality, accuracy, and specificity of awareness are paramount. Educational interventions
must prioritize correcting the specific misconceptions detailed in Table 2 to maximize the stigma-reducing
effect of increased awareness. It is not just about knowing about HIV, but knowing how it truly works and,
crucially, how it doesn't, to dismantle the rationalizations for fear and prejudice.
Nuances in Understanding: Differences Across Academic Programs
Beyond the quantitative tables, the study's textual results provide critical insights into demographic variations.
While descriptive data showed generally high awareness across domains, with slight variations by age and sex,
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no significant differences were noted for students below and above 22 years (all p >.05).
This suggests a
relatively uniform dissemination of HIV/AIDS knowledge across these age groups.
However, when data were disaggregated by Program Course, significant differences emerged in several key
areas: Awareness of HIV/AIDS (p =.043), Micro-conceptions (p =.005), and Influence of information sources
(p =.014).
The study explicitly notes that "students in different academic programs process and internalize
HIV/AIDS education differently—notably, those from health-related and education programs tend to exhibit
more nuanced understanding".
This indicates that academic background plays a significant role in the depth
and accuracy of HIV/AIDS knowledge and how information is processed, suggesting that specialized curricula
or disciplinary lenses foster better understanding.
The significant differences in understanding across academic programs (evidenced by p-values of.043,.005,
and.014) strongly argue against a uniform, one-size-fits-all approach to HIV/AIDS education within a
university setting. This underscores the necessity of integrating tailored, evidence-based HIV/AIDS education
across all disciplines, not just health-related ones. If only students in health-related and education programs
achieve a "nuanced understanding," then a substantial portion of the university population (from other
disciplines) will remain vulnerable to persistent misconceptions and stigma. This creates pockets of
vulnerability within the student body. This necessitates a strategic shift towards genuine interdisciplinary
curriculum integration. For example, an engineering program could discuss the role of technology in
diagnostics or treatment adherence, a sociology program could explore the social determinants of HIV/AIDS
and stigma, and a business program could analyze the economic impact of the epidemic. This ensures that all
students, regardless of their major, receive relevant and accurate information, adapted to their field's context
and fostering a more holistic understanding across the entire university.
The finding that students from health-related and education programs possess a more nuanced understanding
offers a strategic opportunity to leverage these students as peer educators. Their enhanced knowledge and
potential pedagogical skills could be instrumental in designing and leading effective, credible peer-led
campaigns, which are already identified as a key recommendation of the study. If a subset of the student
population already demonstrates superior understanding, they are ideal candidates to become effective peer
educators. They can translate complex information into relatable terms and build trust within their peer groups.
This approach would not only disseminate accurate information more effectively but also empower these
students, fostering leadership, civic engagement, and a sustainable model for health education within the
university. This suggests a strategic recruitment and training approach for peer educators, focusing on students
from academic programs identified as having higher levels of nuanced understanding. This ensures the quality,
accuracy, and credibility of peer-led initiatives, maximizing their impact on reducing misconceptions and
stigma.
Interrelationships of Key Constructs: A Holistic View
Beyond the direct awareness-stigma correlation, the results section further elaborates on other strong positive
relationships among key constructs, reinforcing the interconnectedness of knowledge, perceptions, and
attitudes:
● Awareness correlates most strongly with Perceptions at r =.675, p <.01.
● Treatment awareness correlates with OVAM (likely "Overall Awareness of Modes of Transmission") at r
=.757, p <.01.
● Micro-conceptions show a high correlation with student perspectives at r =.710, p <.01.
The overall synthesis is clear: "These results suggest that greater cognitive awareness reduces misconceptions
and improves student attitudes toward HIV/AIDS (see Table 3)". This reinforces that various dimensions of
awareness (general, treatment-specific) are strongly linked to overall perceptions and student perspectives,
reinforcing the idea that accurate knowledge profoundly shapes attitudes and reduces misconceptions.
The existence of multiple strong correlations (e.g., general Awareness with Perceptions, Treatment awareness
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with Overall Awareness of Modes of Transmission, Micro-conceptions with student perspectives) indicates
that "awareness" is not a monolithic construct. It encompasses various dimensions (general knowledge,
specific transmission facts, treatment-related information) that collectively and synergistically contribute to
shaping overall perceptions and reducing misconceptions. This suggests that a truly comprehensive
educational strategy should not just focus on one type of awareness but systematically address all relevant
dimensions. For example, knowing about effective treatment options (Treatment awareness) can reduce fear
and stigma by demonstrating that HIV is a manageable chronic condition, which in turn positively influences
overall perceptions and reduces the perception of HIV as a death sentence. This emphasizes the need for a
holistic approach to HIV/AIDS education that covers not only basic transmission facts but also prevention
strategies, treatment advancements, and the lived experiences of PLHIV. Each component of accurate
knowledge contributes synergistically to a more informed, empathetic, and less stigmatizing perspective.
DISCUSSION
The study's primary finding—the paradox of high general awareness coexisting with significant, specific
misconceptions—is a critical observation that demands careful consideration. This finding aligns with regional
studies by Tan et al. (2021) and Velasco (2022), which also suggest that general awareness does not always
translate into accurate understanding, confirming that this is not an isolated phenomenon but a systemic
challenge in HIV/AIDS education.
This paradox underscores that current educational efforts, while successful
in broad dissemination, are failing to address the nuances of transmission and the deeply ingrained myths (e.g.,
mosquito bites, casual contact, sharing food). The persistence of these specific misconceptions, as detailed in
Table 2, directly contributes to the moderate levels of stigma observed.
The persistence of specific misconceptions despite high general awareness suggests that public health
education operates on a complex battleground where accurate information competes directly with deeply
entrenched misinformation. This misinformation is often spread through informal channels and cultural
narratives. It is not simply about filling a knowledge void, but actively displacing and discrediting incorrect
beliefs. Misconceptions are often more resilient than facts because they might be culturally embedded,
reinforced by social narratives, or appeal to intuitive (though incorrect) "common sense." They can also be
emotionally charged, tapping into fears of contagion. Simple factual statements in formal education might not
be sufficient to dislodge these deeply held beliefs. This means educational strategies must be more proactive
and assertive in debunking myths rather than just informing. They need to anticipate common misconceptions
and systematically dismantle them, possibly using techniques from cognitive psychology to address deeply
held beliefs and the sources of misinformation. This requires a more dynamic and responsive educational
approach.
The moderate levels of stigma recorded (Table 1) are concerning, but the study provides a clear pathway for
intervention: the statistically significant negative correlation between awareness and stigma (r = -0.54, p
<.001).
This robust statistical relationship, highlighted in Table 3, provides strong empirical evidence that
targeted, fact-based education is an effective strategy for reducing discriminatory attitudes. This finding
reinforces the fundamental public health principle that fear and prejudice often stem from ignorance or
misinformation. By providing accurate knowledge, the rational and emotional basis for stigma is
systematically eroded, fostering greater understanding and acceptance.
Despite existing curriculum integration of reproductive health, the study reveals persistent gaps in both
cognitive knowledge and affective attitudes. This suggests that current curriculum content or delivery methods
may not be sufficiently comprehensive, engaging, or tailored to overcome entrenched misconceptions and
foster genuine empathy. The observed differences in understanding across academic programs further
underscore this point. The persistence of stigma and gaps in "affective attitudes" despite curriculum integration
implies that purely cognitive, fact-based education might be insufficient to address the complex nature of
stigma. To effectively tackle the "emotional and cultural roots of stigma", educational interventions need to
incorporate experiential learning, empathy-building exercises, and discussions that actively challenge
moralistic views. Table 2 showed that 31% of students believe HIV/AIDS is a "punishment for immoral
behavior." This is an effective and moral stance, not purely a factual error. Factual information alone may not
be enough to change deeply held moral beliefs or overcome emotional barriers like fear and prejudice.
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Therefore, education needs to move beyond didactic lectures and incorporate methods that engage students
emotionally and experientially. This could include personal narratives from people living with HIV (with
consent and appropriate safeguards), interactive workshops, role-playing scenarios, and critical discussions
about values, ethics, and human rights. Such approaches can foster empathy, challenge internalized biases, and
address the social and cultural underpinnings of stigma, which cognitive facts alone cannot fully resolve.
CONCLUSION
This comprehensive analysis of the study's findings unequivocally demonstrates that while university students
possess a high general awareness of HIV/AIDS, this awareness is critically undermined by the persistence of
significant, specific misconceptions. These misconceptions, particularly regarding non-transmission modes,
directly fuel the observed moderate levels of stigma. The robust negative correlation between awareness and
stigma provides a clear and empirically supported mandate for targeted educational intervention. To effectively
address this ongoing public health challenge, academic institutions must move beyond superficial awareness
campaigns toward comprehensive, interdisciplinary curriculum integration that actively debunks prevalent
myths. Concurrently, empowering peer-led initiatives is crucial to normalize discussions, challenge fear-based
narratives, and foster genuine empathy. Ultimately, sustained policy support is essential to ensure these
evidence-based strategies lead to a more informed, understanding, and stigma-free university environment,
thereby contributing significantly to broader public health goals in the global fight against HIV/AIDS.
RECOMMENDATIONS FOR INSTITUTIONAL ACTION
The findings from this study provide a robust empirical basis for developing and strengthening institutional
action plans. The recommendations are refined to be more specific and actionable, leveraging the deeper
understandings gained from the detailed analysis.
Strategic Curriculum Integration
It is recommended that evidence-based HIV/AIDS education be integrated systematically across all academic
disciplines, moving beyond a sole focus on health-related programs.
To achieve this, curriculum modules
should be developed and implemented that explicitly address and debunk the common misconceptions
identified in Table 2. This includes providing clear, repetitive, and authoritative information on non-
transmission through casual contact (42% incorrect), sharing food (38% incorrect), and mosquito bites (47%
incorrect). These are not merely knowledge gaps but deeply ingrained "common sense" misinformation that
requires direct, systematic, and persistent challenging to be overcome. Furthermore, education must be
designed and implemented with a tailored, interdisciplinary and contextualized approach for various academic
programs, recognizing the significant differences in understanding across disciplines. For instance, social
sciences and humanities programs could integrate discussions on the social determinants of health, the
historical and cultural roots of stigma, human rights, and the psychosocial impact of HIV/AIDS. Business and
economics programs could analyze the economic impact of HIV/AIDS on individuals, communities, and
national development, including issues of healthcare access and productivity. Engineering and technology
programs could explore advancements in HIV prevention technologies (e.g., PrEP, microbicides), diagnostic
tools, and treatment delivery systems. The observed significant differences in awareness and understanding
across academic programs necessitate a tailored, interdisciplinary approach to ensure relevance, deeper
internalization of knowledge, and a more uniform level of understanding across the entire student body.
Finally, the curriculum must ensure comprehensive scope beyond transmission, covering advancements in HIV
treatment, the realities of living with HIV as a manageable chronic condition, and actively dispelling moralistic
judgments (31% misconception from Table 2). Cognitive awareness, including knowledge about treatment and
the human experience of HIV, is crucial for reducing misconceptions and improving attitudes, while
addressing moralistic views is vital for fostering empathy and reducing the social burden of stigma.
Empowering Peer-Led Campaigns
Robust peer-led campaigns should be implemented to normalize discussions, reduce fear-based narratives, and
foster empathy among students.
This requires strategic recruitment and comprehensive training for peer
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educators. Priority should be given to recruiting peer educators from academic programs that demonstrated a
more nuanced understanding (e.g., health-related and education programs). These peer educators should
receive comprehensive training that includes not only accurate, up-to-date information but also effective
communication skills, empathy-building techniques, and strategies for addressing sensitive topics and
challenging misinformation. Leveraging students with existing nuanced understanding can significantly
enhance the credibility, accuracy, and overall effectiveness of peer-led initiatives, creating a multiplier effect
for knowledge dissemination. Campaigns should also utilize interactive and experiential formats that go
beyond traditional lectures, incorporating interactive workshops, facilitated discussions, personal testimonies
(with appropriate consent and anonymity safeguards), Q&A sessions, and creative arts (e.g., drama, spoken
word, visual arts) to engage students emotionally and intellectually. To effectively address affective attitudes
and the deeply rooted emotional and cultural dimensions of stigma, experiential and empathy-building
approaches are crucial, as purely factual information alone may not be sufficient to change deeply ingrained
beliefs and prejudices. Furthermore, peer-led initiatives should have an explicit focus on destigmatization,
aiming to challenge the moralistic view of HIV/AIDS and promote understanding of people living with HIV as
individuals deserving of respect, dignity, and support. Campaigns should consistently emphasize that HIV is a
medical condition, not a moral failing or a punishment. Directly confronting moralistic misconceptions and
fostering a non-judgmental environment is vital for reducing the social and psychological burden of stigma and
encouraging open dialogue. Finally, efforts must be made to normalize discussion by creating safe, non-
judgmental spaces for open dialogue about HIV/AIDS within student communities, encouraging students to
ask questions, share concerns, and challenge misconceptions without fear of judgment or social repercussions.
The strong negative correlation between awareness and stigma suggests that open, accurate, and empathetic
discussions are key to reducing fear, discrimination, and the silence that often surrounds HIV/AIDS.
Robust Policy Support
Academic institutions must provide sustained policy support for regular HIV/AIDS forums and partnerships
with health organizations.
This entails allocating consistent and adequate funding for educational materials, training for peer educators,
organizing regular forums and events, and supporting partnerships, thereby ensuring the longevity and impact
of initiatives. Formalized partnerships with health authorities should be established and maintained with local
and national health organizations (e.g., Department of Health, UNAIDS, NGOs) to ensure access to the latest
scientific information, public health guidelines, resources, and expert speakers. This keeps educational content
current and relevant. Additionally, institutions should implement a systematic process for regular program
evaluation and adaptation of all HIV/AIDS education and intervention programs. This includes collecting data
on changes in awareness, misconceptions, and stigma levels to assess effectiveness and allow for adaptive
improvements and refinement of strategies over time. Robust and sustained policy support ensures the
longevity, consistency, quality, and adaptability of HIV/AIDS education and intervention efforts. It moves
beyond one-off initiatives to a sustainable institutional commitment, embedding HIV/AIDS literacy as a core
component of student development and well-being.
Future Research Directions
It is recommended that further qualitative studies be conducted to explore the emotional and cultural roots of
stigma in youth communities.
While this quantitative study effectively identified the prevalence of stigma and
its correlation with misconceptions, qualitative research can delve deeper into the underlying reasons why these
misconceptions persist, the specific cultural narratives and social norms that perpetuate stigma, and the
emotional and psychological barriers to empathy and acceptance. This will provide richer, nuanced context and
deeper understanding, which is essential for developing even more culturally sensitive, emotionally intelligent,
and ultimately more effective interventions tailored to specific youth communities.
A Tiered Action Plan for HIV/AIDS Prevention and Intervention at West Visayas State University
The study revealed a critical public health challenge: while students possess a high level of general HIV/AIDS
awareness, this knowledge is critically undermined by a significant prevalence of specific, persistent
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misconceptions and a coexisting moderate level of stigma. The robust negative correlation between accurate
knowledge and stigmatizing attitudes provides a clear, evidence-based mandate for targeted educational
interventions as a primary mechanism for fostering a more informed and compassionate university community.
This action plan is structured in a tiered, systematic manner to ensure effective and sustainable
implementation:
Tier 1 (Short-Term, 0-12 Months): Focuses on immediate, high-impact foundational activities. The primary
goal is to directly address the most prevalent misconceptions and initiate the infrastructure for a peer-led
education program. These actions are designed for rapid deployment to close the most urgent knowledge gaps.
Tier 2 (Medium-Term, 1-3 Years): Concentrates on building systemic capacity. This phase involves the
formal integration of a tailored, interdisciplinary curriculum and the institutionalization of public health
partnerships. The objective is to embed HIV/AIDS literacy into the core academic and operational functions of
the university, moving beyond a temporary project to a sustainable program.
Tier 3 (Long-Term, 3-5+ Years): Aims for institutional transformation. This phase focuses on codifying the
program into permanent policy, implementing a Continuous Quality Improvement (CQI) framework to ensure
perpetual relevance and effectiveness, and establishing the university as a leading voice in evidence-based
public health education and research.
By following this systematic, phased approach, West Visayas State University can transition from a state of
general awareness to one of accurate, nuanced understanding, thereby significantly reducing stigma and
fostering a safer, more empathetic environment for all students.
Introduction: The Public Health Imperative on Campus
The global and national public health landscape continues to face a formidable challenge from the human
immunodeficiency virus (HIV) and acquired immunodeficiency syndrome (AIDS), with a notable and
disproportionate impact on youth.
The Joint United Nations Programme on HIV/AIDS (UNAIDS) has
consistently highlighted the vulnerability of this demographic, and in the Philippines, the Department of Health
(DOH) has reported a significant increase in HIV incidence among young people, underscoring the urgency of
comprehensive educational efforts.
The study conducted at West Visayas State University provides a crucial empirical foundation for these efforts
by meticulously examining the perceptions of 300 university students. While the study’s findings indicate a
generally high level of awareness regarding HIV/AIDS, with a mean score of 3.84, this metric alone paints an
incomplete picture. A deeper analysis reveals a significant paradox: despite this high general awareness, a
moderate level of specific, critical misconceptions persists (mean score of 2.35, reverse scored), and a
moderate level of HIV/AIDS-related stigma remains prevalent (mean score of 2.91).
The co-existence of high general awareness and a significant presence of false beliefs is a pivotal observation.
It suggests that merely increasing the quantity of information does not automatically translate into a quality of
understanding or the eradication of deeply ingrained false beliefs.
General awareness campaigns may be
effective at broad dissemination but often fail to address specific, resilient inaccuracies. Misconceptions,
frequently rooted in cultural narratives, fear, or a flawed intuitive sense of logic, prove to be more resistant
than general facts. This implies that current educational approaches may be insufficient in tackling the
complex nature of misinformation and its powerful emotional drivers.
A critical finding that provides a clear pathway for intervention is the statistically significant moderate
negative correlation (r=−0.54, p<.001) between awareness and stigma.
This robust statistical relationship is not
a simple association; it provides strong empirical evidence that increasing accurate knowledge is a direct and
effective mechanism for reducing stigmatizing attitudes and behaviors. This finding elevates education from a
mere information-sharing exercise to a powerful tool for social and cultural transformation. It demonstrates
that the fear and prejudice that fuel stigma are often a direct product of ignorance and misinformation. By
systematically replacing false beliefs with an accurate, nuanced understanding, the rational and emotional basis
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for prejudice is fundamentally eroded. This positions comprehensive, fact-based education as a cornerstone of
any effective institutional anti-stigma strategy.
To provide a clear visualization of the study's core findings and their interconnections, a summary of the key
metrics is presented in Table 1.
Table 1: Key Study Findings
Variable
Mean Score
Std. Deviation
Interpretation
HIV/AIDS Awareness
3.84
0.62
High Awareness
Misconceptions
2.35
0.71
Moderate Misconception
HIV/AIDS-Related Stigma
2.91
0.83
Moderate Stigma
Correlation: Awareness vs. Stigma: r=−0.54, p<.001 (Moderate Negative Correlation)
Tier 1: Foundational Initiatives (Short-Term, 0-12 Months)
The first phase of the action plan focuses on immediate, high-impact interventions designed to directly address
the most critical knowledge gaps and establish a solid base for future programming. The objective is to act
swiftly to close the most alarming deficits identified in the study while laying the groundwork for a more
sustainable, systemic approach.
Action 1.1: Targeted Misconception Debunking Campaign
The study's detailed breakdown of specific misconceptions provides a clear mandate for a highly targeted
communication strategy. The data revealed that nearly half of the students (47%) incorrectly believe that
mosquito bites can transmit HIV, 42% believe it can be transmitted through casual contact, and 38% believe it
is spread by sharing food.
These figures represent more than simple knowledge gaps; they are deeply ingrained
"common sense" beliefs or urban myths that directly fuel fear and stigmatizing behaviors. Furthermore, the
finding that 31% of students view HIV/AIDS as a "punishment for immoral behavior" indicates a powerful
moralistic dimension to the challenge, which cannot be solved by simple factual information alone.
To address this, a multi-channel campaign titled "HIV: The Truth. Not the Myth." will be launched. The
campaign will utilize clear, concise, and repetitive messaging across physical and digital platforms. This
includes the use of visually engaging infographics and posters in high-traffic campus areas like the student
union, cafeterias, and dormitories. Concurrently, a dedicated social media campaign, such as a "Myth-Buster
Monday" series, will be developed to reach a wider student audience. Crucially, the content will explicitly and
authoritatively debunk the specific falsehoods identified in the study, such as "Mosquitoes DO NOT transmit
HIV." The campaign will also proactively challenge the moralistic view, reframing HIV as a medical condition
rather than a moral failing. This requires a communication strategy that not only provides facts but also fosters
empathy and respect for the dignity of people living with HIV, acknowledging that the underlying issue is
often a deeply held, affective belief, not just a factual error.
Action 1.2: Strategic Recruitment and Foundational Training of Peer Educators
The study's finding that students from health-related and education programs demonstrate a "more nuanced
understanding" of HIV/AIDS is a strategic asset for the university.
Peer education has been proven to be highly
effective among adolescents and young adults, as their friends are often their main source of information and
influence. By leveraging this internal capacity, the university can create a highly credible and effective peer-
led program.
The first step is to prioritize the recruitment of peer educators from the academic programs identified as having
superior understanding, thereby ensuring a strong knowledge base from the outset.
This creates a "train-the-
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trainer" model where a select group of knowledgeable students can be empowered to become a decentralized
network for knowledge dissemination.
This foundational training must be comprehensive, including not only
accurate, up-to-date information on HIV/AIDS but also crucial soft skills. The curriculum will include
effective communication skills, empathy-building techniques, and strategies for addressing sensitive topics and
challenging misinformation.
This approach ensures that the peer educators are not just repositories of facts but
are also skilled facilitators of dialogue, capable of building trust and creating safe, non-judgmental spaces for
discussion, a key component for reducing fear and discrimination.
Action 1.3: Institutional Endorsement and Policy Review
To provide the program with the necessary authority, visibility, and longevity, a formal commitment from
university leadership is paramount.
This is a foundational step that shifts the initiative from a temporary
project to a strategic institutional priority. The university administration will issue a public statement
acknowledging the study's findings and endorsing the tiered action plan. Following this, a dedicated,
university-wide committee will be convened. The committee’s primary task will be to review existing student
policies and codes of conduct to identify opportunities for integrating new, anti-stigma language and policies.
This proactive step signals a top-down commitment to creating an inclusive and stigma-free campus
environment and provides a necessary policy framework for the subsequent phases of the plan.
Tier 2: Systemic Integration and Capacity Building (Medium-Term, 1-3 Years)
Building on the foundation laid in Tier 1, this phase is dedicated to embedding the initiatives into the core
academic and operational fabric of the university. The goal is to ensure the program's sustainability and broad,
systemic impact by moving from a reactive response to a proactive, integrated system.
Action 2.1: Interdisciplinary Curriculum Integration
The study's finding of significant differences in understanding across academic programs, with health-related
and education students demonstrating a more "nuanced understanding," necessitates a move away from a
uniform, one-size-fits-all approach to education.
A single, mandatory health module is insufficient to overcome
discipline-specific knowledge gaps or a lack of contextual relevance. A truly effective strategy requires
integrating tailored HIV/AIDS education across all disciplines.
This can be achieved through the collaborative development of discipline-specific curriculum modules. For
instance, a sociology or humanities program could integrate discussions on the social determinants of health
and the cultural roots of stigma, using a human rights-based framework. A business or economics program
could analyze the economic impact of the epidemic on individuals, healthcare systems, and national
productivity. An engineering or technology program could explore advancements in diagnostics, treatment
adherence technologies, and the development of new therapeutics like long-acting injectables. This approach,
modeled on successful interdisciplinary programs at other institutions , ensures that all students, regardless of
their major, receive information that is relevant and meaningful to their field. The curriculum will utilize a
flexible model, such as project-based or problem-based learning, to make the learning experience cohesive and
engaging.
Table 2: Misconception & Action Matrix
Misconception
% of Students
Answering Incorrectly
Tier 1 Intervention
Tier 2 Intervention
Mosquito bites can
spread HIV
47%
Targeted
Misconception
Debunking Campaign
Interdisciplinary Curriculum
Integration (e.g., Biology/Public
Health modules on viral
transmission)
HIV can be
transmitted through
42%
Targeted
Misconception
Formal Peer-Led Campaigns (e.g.,
interactive workshops on safe
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casual contact
Debunking Campaign
interaction)
Sharing food with
an HIV-positive
person causes HIV
38%
Targeted
Misconception
Debunking Campaign
Formal Peer-Led Campaigns (e.g.,
experiential sessions that normalize
interaction)
HIV/AIDS is a
punishment for
immoral behavior
31%
Targeted
Misconception
Debunking Campaign
Interdisciplinary Curriculum
Integration (e.g., Ethics/Sociology
modules on human rights and social
stigma)
Action 2.2: Launch of a Formal, Comprehensive Peer Education Program
Building on the foundational work of Tier 1, this phase formalizes the peer education initiative into a fully-
fledged, institutionalized body. A dedicated office under the Division of Student Affairs will be established
with a clear charter and a secure funding model, possibly through a dedicated student fee or wellness fund.
The program's curriculum will move beyond basic facts to deliver interactive and experiential learning formats
that are crucial for addressing the "affective and cultural roots of stigma" that factual information alone cannot
resolve.
1
These formats will include interactive workshops, facilitated discussions, personal testimonies from
people living with HIV (with appropriate consent and safeguards), Q&A sessions, and creative arts like drama
and spoken word.
The explicit focus of all activities will be destigmatization, aiming to actively challenge the
moralistic view of HIV/AIDS and promote the understanding that people living with HIV are individuals
deserving of respect and dignity. By creating safe, non-judgmental spaces for dialogue, the program will
encourage students to openly ask questions and challenge misconceptions without fear, thereby reducing the
fear and discrimination that often result from silence.
Action 2.3: Formalization of Public Health Partnerships
A sustained, high-quality public health education program requires access to the latest scientific information,
public health guidelines, and expert resources. To ensure this, the university will establish and formalize a
partnership with the local Department of Health (DOH)such as Municipal of City Health Office and other
relevant health organizations, such as UNAIDS/USAIDS. Local organizations like AC Health, including
KonsultaMD (telehealth), Generika Drugstore, and Healthway Medical Network.
This partnership can be structured as an Academic Health Department (AHD) model, where an academic
institution formally affiliates with a health department to enhance public health education, research, and
service. The relationship will be formalized through a Memorandum of Understanding (MOU), an agreement
that clarifies the roles, responsibilities, and financial commitments of each party. This approach, demonstrated
by the successful DOH-UP Manila partnership, ensures access to the latest data and public health guidelines,
provides a clear legal and operational framework for collaboration, and facilitates access to resources and
expert speakers from the public health sector.
Tier 3: Institutional Transformation and Policy Reinforcement (Long-Term, 3-5+ Years)
The final tier of the action plan is about achieving permanent institutional change. It aims to codify the
progress made into lasting university policy, build a culture of continuous improvement, and position the
institution as a leader in public health education and advocacy.
Action 3.1: Codification of HIV/AIDS Policy
A program's long-term viability is vulnerable to changes in institutional leadership or funding unless it is
embedded in permanent policy. To ensure the longevity and sustainability of the HIV/AIDS prevention and
intervention efforts, the university will formally integrate its commitment into official university documents.
This includes integrating HIV/AIDS literacy as a core component of student development in the university’s
official student handbook. A key policy reform will be the establishment of a non-discrimination clause that
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explicitly protects students and faculty with HIV/AIDS, reinforcing a human rights-based approach to public
health.
The roles, responsibilities, and dedicated funding for the peer education program and the public health
partnerships will also be formalized in official university documents. This makes the commitment a part of the
institution's enduring operational and ethical framework.
Action 3.2: Implementation of a Continuous Quality Improvement (CQI) Framework
Success is a continuous process of learning and adaptation, not a one-time event.
The study’s recommendation
for "regular program evaluation" can be elevated to a robust Continuous Quality Improvement (CQI)
framework. This framework moves beyond simple program assessment by systematically collecting data to
inform continuous, data-driven refinement.
A standing CQI committee, comprising representatives from
administration, faculty, and students, will adopt a cyclical process of planning, doing, studying, and acting
(PDSA cycle).
The committee will systematically collect data on key metrics, including changes in awareness,
misconceptions, and stigma levels.
his data will be used not for judgment, but for learning and improvement.
The findings will be used to identify areas for program modification, refine educational materials, and adapt
strategies over time.
This institutionalizes a fundamental mindset shift: it ensures that the university can
proactively respond to new public health challenges and evolving student needs without having to restart the
planning process, making the program dynamic and perpetually relevant.
Action 3.3: Research and Dissemination Leadership
As a center of higher learning and as a research university, West Visayas State University is uniquely
positioned to not only implement evidence-based interventions but also to contribute to the global body of
knowledge. The study itself recommends "further qualitative studies to explore the emotional and cultural
roots of stigma". The university will fund and support follow-up research to provide the nuanced context
required for truly effective, culturally sensitive interventions. The institution will document the entire
process—from initial study findings to the implementation and evaluation of the tiered action plan—and
publish the results in academic journals and public health forums. This will not only build the university's
reputation but also provide a valuable, proven model for other academic institutions in the Philippines and
beyond.
Conclusion: The Path to a Sustainable Public Health Environment
The tiered action plan presented herein provides a comprehensive, evidence-based blueprint for West Visayas
State University to address the complex public health challenge of HIV/AIDS. By moving beyond superficial
awareness campaigns and toward a model of targeted, systemic, and sustainable intervention, the university
can effectively dismantle the paradox of knowledge without understanding. The plan's phased approach, which
progresses from immediate myth-debunking to interdisciplinary curriculum integration and, finally, to a
policy-reinforced culture of continuous improvement, ensures that the institution's efforts are impactful,
resilient, and enduring. The strategic alignment of education with attitude change, leveraging the power of peer
influence and formal partnerships, will not only reduce stigma on campus but also position the university as a
leading institution committed to fostering a more informed, compassionate, and healthy society.
Summary Table: The Tiered Action Plan at a Glance
Table 3: The Institutional Action Plan
Tier
Timeline
Core Objective
Key Action
Items
Tier 1:
Foundational
Initiatives
0-12
Months
To address critical
knowledge gaps and
establish a solid base
for future
1.1 Targeted
Misconception
Debunking
1.2 Strategic
Recruitment &
Foundational
Training of Peer
1.3 Institutional
Endorsement
and Policy
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programming.
Campaign
Educators
Review
Tier 2:
Systemic
Integration &
Capacity
Building
1-3 Years
To embed initiatives
into the core academic
and operational fabric
of the university.
2.1
Interdisciplinar
y Curriculum
Integration
2.2 Launch of a
Formal,
Comprehensive
Peer Education
Program
2.3
Formalization
of Public Health
Partnerships
Tier 3:
Institutional
Transformatio
n & Policy
Reinforcement
3-5+
Years
To codify progress
into permanent policy
and build a culture of
continuous
improvement.
3.1
Codification of
HIV/AIDS
Policy
3.2
Implementation
of a Continuous
Quality
Improvement
(CQI)
Framework
3.3 Research
and
Dissemination
Leadership
REFERENCES
1. Department of Health. (2022). Philippine HIV/AIDS & ART registry of the Philippines (HARP).
https://doh.gov.ph
2. Herek, G. M. (1999). AIDS and stigma. American Behavioral Scientist, 42(7), 1106–1116.
https://doi.org/10.1177/00027649921954787
3. Tan, A. J., Rivera, M. C., & Sy, C. L. (2021). Misconceptions and stigma in HIV education among
Filipino college students. Philippine Journal of Health Education, 18(2), 45–59.
4. UNAIDS. (2023). Global AIDS update 2023. https://unaids.org/en/resources
5. Velasco, D. L. (2022). The role of peer networks in shaping HIV-related attitudes among youth. SAGE
Open, 12(1). https://doi.org/10.1177/21582440221079823