This study aims to evaluate secondary vocational students’ knowledge of the health benefits of physical activity, particularly in relation to weight management and diabetes prevention, and to identify knowledge gaps that could inform improvements in Physical Education (PE) curricula.

With the help of an online platform, a knowledge test was administered during PE classes to 311 students (84% female, 16% male) across four vocational programs at the Secondary School of Pharmacy, Cosmetics, and Health in Ljubljana, Slovenia. The programs included dental technicians (N=76), laboratory biomedical technicians (N=61), cosmetic technicians (N=55), and pharmaceutical technicians (N=119). The test, developed by an exercise physiologist and previously validated through pilot testing, included 11 multiple-choice questions covering topics such as the impact of physical activity on diabetes, weight regulation, and WHO guidelines for daily physical activity. All results were collected anonymously, with no email or IP addresses recorded. The study was approved by the Ethics Committee at the Faculty of Kinesiology, University of Zagreb as part of a larger research project.

The average score was 5.77±1.71 out of 11 possible points, with only one student achieving a perfect score. Just 4.5% of students scored 8 or higher. ANOVA analysis revealed that pharmaceutical and laboratory biomedical technician students scored significantly higher than dental and cosmetic technician students (p < 0.001). No significant differences were found between male and female students. Positively, 70% correctly identified normal blood sugar levels, 69% understood the difference between Type 1 and Type 2 diabetes, and 68% recognized the role of exercise in diabetes management. However, only 58% were aware of the recommended 150 minutes of weekly physical activity, and just 20% knew the caloric deficit required to lose 1 kg of fat. Alarmingly, only 9% knew that caloric intake reduction is more effective for weight loss than exercise. A significant improvement in knowledge was observed between 1st and 4th grade students (5.36±2.09 vs. 6.20±1.57; p<0.01).

The findings reveal a concerning lack of health-related knowledge among vocational school students, despite some improvement across grade levels. This highlights the urgent need to enhance the theoretical component of PE curricula, particularly in areas related to physical activity, metabolic health, and the prevention of lifestyle diseases. However, curriculum changes must carefully balance theoretical instruction with the preservation of exercise time. In conclusion, embedding health literacy into vocational education—especially for students entering health professions—can promote long-term wellbeing. Innovative, integrated approaches that combine physical movement with theory-based learning during PE classes may offer a sustainable, impactful solution within limited curricular time.

Keywords: Physical education, health literacy, diabetes prevention, exercise recommendations.