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One impediment of e-government implementation is the lack of e-(government) competences among public officials, especially because foundational education programs fail to teach them. Therefore, this study suggests massive open online course (MOOC)-based continuous education. This study aims to design and evaluate a MOOC and MOOC platform for acquiring e-competence in the public sector and principles for such platforms to capture their inherent design knowledge.

This study uses design science research incorporating qualitative and quantitative methods and draws on established patterns of formulating design principles (DPs).

The core results are a physically instantiated MOOC platform and six DPs: DP of 1) easy access and easy use, 2) professional exchange, 3) protected space, 4) domain focus, 5) cooperation with higher education institutions and 6) promotion from higher government level.

This study contributes to e-government research by extending the design knowledge for the construction of domain-specific MOOC platforms. Moreover, the study contributes to platform economics by discussing existing theses and outlining new opportunities. The research also entails limitations, as the authors have solely considered MOOCs and neglected complimentary offers to sustain learning success.

This study provides practitioners with design principles they can use in their efforts to construct education platforms for the public sector. Moreover, the study presents a working MOOC platform instantiating these DPs, and thus provides an exemplary reference.

Not fulfilling expectations regarding digital public services comes with a risk of decreasing trust in public organizations and the overall government. The results of this study contribute to enabling public officials fulfilling stakeholders’ expectations and generating public value.

By linking e-government competence education with MOOC platform design, this research approximates an important research gap. Scholars previously investigated e-competences and focused on alone-standing MOOCs to convey those. The results of this study offer the potential to construct platforms to centralize such fragmented solutions, maximizing their impact among public officials.

The goal of this study was to assess changes in eating self-efficacy after participating in a brief psychoeducational group intervention, grounded in the cognitive-behavioral model, delivered by dieticians in community-based health facilities.

The study was conducted using a quasi-experimental, pre-post design. A total of 110 program participants took part in the study. They were asked to complete the Eating Self-Efficacy Scale before the start of the intervention, at the end of the intervention, and three months after the intervention ended. Data were analyzed using the Linear Mixed Model.

Participants’ personal sense of control over their eating behaviors significantly increased after they completed the program and continued to increase up to the three-month follow-up. The effect of the intervention remained significant after controlling for differences in age and whether participants had access to other forms of individual support or completed the follow-up during the COVID-19 general lockdown.

By promoting participants’ sense of eating self-efficacy, this intervention could lead to positive dietary changes, which in turn could promote better health and healthy aging.

This community intervention is readily accessible and represents a cost-effective approach to promote healthy eating, reducing the risk of chronic disease and the need for medical care, thereby cutting costs for the healthcare system.

(1) This study addresses a gap in the scientific literature as there was limited published research to date that investigated this intervention. (2) The three-month follow-up made it possible to evaluate whether changes in eating self-efficacy were maintained over time. (3) Potential confounding variables, including age, having access to other forms of individual support and the COVID-19 general lockdown, were taken into account.