The Impact of Literacy Education on The Mental Health (Problem-Solving Skills and Self-Esteem) of Women in Kerman

Literacy is a fundamental human right and the foundation of lifelong education and learning, as it transforms individuals' lives, enhances their capabilities, and improves their opportunities. The aim of this article is to examine the impact of participation in literacy courses on the mental health of female learners in Kerman Province, particularly in terms of improving their problem-solving skills and self-esteem.

This study employs a quantitative research design utilizing a survey method and a quasi-experimental control group approach. The target population consisted of women categorized into three levels of literacy (highly literate, semi-literate, and low literate) during the 2023-2024 academic year. A multistage cluster sampling method was applied across nine counties in Kerman Province, resulting in the selection of 14 classes. In total, 79 literate women and 79 illiterate women were chosen. For data collection, the Cassidy and Long Problem-Solving Styles Questionnaire and the Eysenck Self-Esteem Questionnaire were utilized. Following data collection, the results were analyzed using SPSS version 21.
Resuls: Literacy is positively and moderately correlated with the self-esteem of female learners. This factor is also associated with problem-solving abilities. Women who lack reading and writing skills exhibit a lower sense of competence compared to their literate counterparts. They often experience a fear of reading, which may lead to subsequent avoidance behaviors.

Literacy education significantly contributes to the enhancement of mental health in terms of problem-solving skills and self-esteem among female learners participating in literacy programs. With the continuation of literacy education, this improvement is expected to increase further.