Keywords
Educational Technology
Primary Health Care
Self Care
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Abstract
Objective: To analyze the scientific evidence regarding educational technologies applied to supported self-care for people with diabetes mellitus in the context of Primary Health Care. Methods: An integrative literature review was conducted in the databases Scopus, Medical Literature Analysis and Retrieval System Online (MEDLINE), and PUBMED, covering the period from 2021 to 2025. The descriptors used were “Diabetes Mellitus”; “Educational Technology”; “Self-care”; “Treatment Adherence”; “Compliance”; and “Empowerment”. Results: Twenty studies were included, demonstrating the use of educational technologies with improved clinical and self-care outcomes in interventions grounded in theoretical models. The findings indicate that educational technologies, when associated with structured pedagogical strategies and consolidated theoretical frameworks, enhance supported self-care in Primary Health Care. However, challenges such as digital inclusion, sustainability of interventions, and heterogeneity of assessment instruments still limit the broader implementation of these strategies. Final considerations: Educational technologies are effective and innovative tools for strengthening supported self-care among people with diabetes mellitus in Primary Health Care, contributing to improved clinical and psychosocial outcomes, provided they are integrated with continuous follow-up and consistent educational approaches.
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