Background: Vaginal infections are common; many university students lack adequate awareness
and hold misconceptions that hinder proper prevention and self-care. Systematic, well-designed
educational interventions are essential to improve health knowledge and promote effective self-care
practices. The aim of this study was to evaluate the effect of applying an instructional system design
model on knowledge, attitude and satisfaction regarding vaginal infections among female university
students. Research Design: A quasi-experimental study research design (one-group pre–post-test)
was used in order to accomplish the aim of this research. Setting: The study was conducted at KaferEl-Sheikh University, which contains 5 theoretical faculties, Egypt. Research sample: A multistage
random sampling technique was used, involving 291 female students. Tools of data collection: Four
tools were used: Tool I a structured self-administered questionnaire, personal characteristics, medical
and menstrual history and students’ knowledge questionnaire regarding vaginal infections. Tool II
reported self-care practices. Tool III attitude assessment scale. Tool IV: satisfaction assessment scale.
Results: Findings revealed that following the implementation of the instructional system design
model, students demonstrated marked improvements across all outcomes of knowledge, self-care
practices, attitudes, and satisfaction levels (p < 0.001) further confirm the model’s impact,
highlighting its effectiveness in supporting preventive behaviors and improving overall educational
quality.