<![CDATA[Diabetes is a prevalent chronic condition among older adults, with self-management playing a critical role in preventing complications and improving health outcomes. However, the complexity of diabetes care, including dietary regulation, physical activity, stress management, and sleep hygiene, often poses challenges for elderly individuals with limited understanding. This study examined the effect of contextual teaching and learning (CTL)-based health education on diabetes self-management among older adults. A pre-experimental, one-group pretest-posttest design was employed, involving 46 elderly participants diagnosed with type 2 diabetes. Participants were selected through total sampling based on inclusion and exclusion criteria. Baseline assessments of diabetes self-management were conducted using the Diabetes Self-Management Questionnaire (DSMQ). The intervention consisted of four CTL-based educational sessions, after which post-intervention assessments were carried out using the same instrument. Data were analyzed using the Wilcoxon test due to non-normal distribution. The results indicated a significant improvement in diabetes self-management scores following the intervention. These findings suggest that CTL-based health education is promising for enhancing diabetes self-care practices in older adults. The study highlights the importance of selecting appropriate teaching strategies tailored to the cognitive and functional capacities of elderly populations in community-based nursing interventions.]]>
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