Table 4.

Strategies to facilitate the transfer of learning to different health behaviors and a ranking of their importance.

Categories	Subcategories	Ranking—mean (sd)
Integrate LST with daily teaching, school planning, and school context	• Include the program in the school curriculum and integrate it with different subjects • Link program objectives with EU key competences for lifelong learning • Correspondence between program terminology and school terminology • Use program methodologies also during daily teaching • Ensure that students practice life skills and program techniques during lessons • Consider the transfer of learning as a teaching style and mode of operation of the entire school • Plan school routines with a health promotion perspective and value their latent pedagogic role • Value the link between the program and school organization and routine	9.74 (0.45)
Explicitly value transferability in units	• Explicit broad objectives (not only focus on substance use prevention) • Focus on transferability as a competency to develop • Dedicate a final part in each unit to discuss how competencies and techniques learned can be useful in different domains • Refer to language and situations meaningful for students • Integrate the program with other activities aimed to apply competencies and techniques learned in other domains	9.42 (0.77)
Adapt training	• Present the LST program as a strategy to reinforce cross-competences • Present and discuss correlations between health behaviors and their determinants • Explicitly incorporate elements that facilitate transfer of learning into training • Suggest ways of transfer in each activity • Explain potentialities of transferability	9.00 (1.33)
Reinforce and integrate the questions to enhance students awareness on learning outcomes and process	• Use them in all units to promote self-awareness and mindfulness of learning experiences • Use questions to promote metacognition, abstraction, and generalization of learning • Introduce questions about the transfer of learning • Use questions to link program contents with curriculum	8.95 (0.85)
Propose a focus on other domains: practice	• Value the effects of positive practices to student self-efficacy, emotional validation, and positive peer modeling/imitation • Ensure that most examples and situations used in skills training activities refer to everyday students situations and schools relationships • Obtain input and suggestions from students regarding skills practice scenarios • Expand upon examples and situations from the program that may be applicable to multiple health domains	8.89 (1.33)
Reinforce skills	• Explicitly describe how skills are useful in different domains • Reinforce self-reflection, self-awareness, self-control and critical thinking skills • Reinforce the self-improvement project proposed in the program • Promote practice to transform knowledge and skill into competencies	8.68 (1.95)
Propose a focus on other domains: new content	• Use more metaphor and analogies to link new lessons learned to previous ones • Focus student attention to the wealth of meanings of learning experiences during units • Promote student responsibility and care • Integrate other activities aimed to introduce specific information about new health behaviors and to focus on specific attitudes and beliefs • Integrate other strategies to make context characteristics healthier and offer health behaviors practice	8.58 (1.26)
Update based on the use of technology	• Link digital skills and life skills • Include contents related to digital technologies • Consider technology and digital domains as contexts where skills are used	8.53 (1.65)
Enhance the four teaching skills	• Facilitate discussions to introduce concepts related to the transfer of learning • Coach students considering the importance of transfer of learning • Promote real situations during behavioral rehearsal • Give continuously positive feedbacks	8.21 (1.87)
Organize LST units within the context of existing school schedules	• Organize program implementation consistently with school scheduling • Define the maximal timing during the school year to implement the program to reinforce school context	8.05 (2.30)