Blessing Oluwatofunmi Apata

Objective: Human Papillomavirus (HPV), a leading cause of sexually transmitted infections (STIs) and various cancers, including cervical cancer, remains prevalent in the US. Despite the HPV vaccine’s effectiveness in preventing persistent HPV infections, vaccination rates remain low. Given the significant role of social media in reaching younger populations, this systematic review examines its influence on adolescents’ and young adults (AYAs) awareness, knowledge, and attitudes toward HPV vaccination. Methods: Following the PRISMA guidelines, we conducted a comprehensive search across six electronic databases (ERIC, APA PsycInfo, Child Development & Adolescent Studies, CINAHL Ultimate, MEDLINE Ultimate, and PubMed) from 2011 to 2024. Empirical studies that examined the association between social media use and HPV were included. Data extraction captured the study’s purpose, design, population, outcome measures, and key results. Results: Seven studies satisfied the review’s inclusion criteria. Our findings reveal mixed effects of social media on AYAs’ knowledge and vaccination intentions. Some studies indicated positive associations between social media interventions and increased vaccination knowledge and intentions, while others found no significant impact. Additionally, exposure to anti-vaccine content was linked to lower vaccination intentions, especially among individuals with lower knowledge who were more vulnerable to misinformation. Interventions incorporating interactive content and loss-framed messaging were more effective in increasing vaccine intentions. Conclusions: This review underscores the potential of social media to influence AYAs knowledge and perceptions regarding HPV vaccination, while also highlighting the challenges posed by misinformation. Further research is needed to optimize social media interventions and combat misinformation to improve vaccination uptake.

Purpose: This research systematically examines how AI technologies in higher education contribute to achieving Sustainable Development Goals (SDGs), focusing on SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities). Methodology: We included peer-reviewed articles published in English between 2015 and 2025, identified through ERIC, Web of Science, Education Source Ultimate, Sustainability Reference Center, and Academic Search Ultimate databases. Out of the 1673 records, 1360 were screened after 313 duplicates were removed. We conducted full-text reviews on 75 eligible articles, and 51 met the inclusion criteria.Findings: The findings indicate that AI advances quality education through personalized learning, predictive analytics, and adaptive systems, while promoting reduced inequalities via accessibility and inclusive support for underrepresented groups. Key challenges include ethical concerns, infrastructure gaps, and cultural resistance.Originality: This study is the first to have a broad view of the application of AI in higher education institutions (HEIs) in the effort of achieving SDGs 4 and 10. It reveals the scope, patterns, and implications of AI use and synthesizes barriers impacting its integration and their influence on fulfilling SDG 4 and SDG 10 objectives. Research Limitations: This review is limited by its focus on English-language, peer-reviewed articles published between 2015 and 2025, potentially excluding relevant studies in other languages, and publication types. Practical Implications: Our review highlights the need for equitable AI implementation in HEIs by promoting ethical frameworks, infrastructure investment, and educator training to maximize its potential for advancing SDGs.