Investigating the Knowledge and Attitude of Lecturers in Advancing Mental Health Awareness among Undergraduates

Abstract

This study investigated lecturers' knowledge, attitudes, and perceived challenges regarding mental health issues among undergraduates. This study utilized a quantitative research design to investigate university lecturers' perspectives on mental health. A stratified random sampling technique was employed to select 90 participants, with 30 lecturers from each of the faculties of education, science, and technology. Data were collected from 90 lecturers across the university using a structured questionnaire. The demographic analysis revealed a diverse sample of gender, age, academic rank, and teaching experience. The findings indicate a moderate level of knowledge about mental health disorders, with high awareness of depression (83.3%) and anxiety (66.7%) but significant gaps in understanding bipolar disorder (55.6%), schizophrenia (61.1%), and PTSD (44.4%). While attitudes toward mental health were generally positive, 16.7% of lecturers held opposing views. Significant challenges included lack of training (70%), insufficient resources (60%), high student-to-teacher ratios (50%), limited time (44.4%), and stigma/cultural barriers (38.9%). ANOVA results showed significant differences in knowledge based on academic rank, with senior lecturers scoring the highest. Correlation analysis indicated that improved knowledge and positive attitudes could mitigate perceived challenges. The study underscores the need for targeted professional development and resource allocation to enhance mental health literacy among lecturers. Addressing these gaps is crucial for fostering a supportive educational environment that promotes student well-being and academic success. These findings provide a foundation for policy and practice reforms to integrate comprehensive mental health training and support mechanisms within the university framework.