Peer education strategies validated through Delphi at an urban university in KwaZulu-Natal

Peer education is vital in higher education because it promotes behavioural change, human immunodeficiency virus (HIV) prevention, student wellness and academic success. However, limited research exists on the expert validation of such strategies, particularly within higher education institutions. This study addresses this gap by validating peer education strategies using a modified Delphi method.

This study aimed to validate strategies for peer education in higher education institutions through expert consensus using the Delphi method.

The study was conducted across South African higher education institutions, engaging stakeholders in student wellness and peer-led programmes.

A two-round modified Delphi method was employed to validate peer education strategies developed through a multiphased qualitative design. The strategies were informed by an integrative literature review and phenomenographic inquiry capturing the lived experiences of peer educators. A panel of 10 purposively selected experts from diverse higher education institutions evaluated the strategies through structured questionnaires using a five-point Likert scale. Consensus was defined as ≥ 70% agreement per item.

Consensus was achieved across all strategic domains, including scope, evidence-based design, stakeholder inclusivity, clarity, applicability and editorial independence. Based on expert feedback, the strategies were refined to improve their practical applicability while ensuring stronger alignment with institutional structures and priorities.

The validated strategies provide a systematic, context-specific guide for the design and implementation of peer education programmes in higher education. They emphasise adaptability, stakeholder collaboration and institutional alignment to support programme sustainability and student well-being.

This study offers validated strategies to strengthen the effectiveness, quality and impact of peer-led interventions in higher education.