A new chapter in diabetes education: Qualitative reflections on type 5 diabetes recognition and response

Abstract

Objectives

The 2025 recognition of type 5 diabetes by the International Diabetes Federation has significant implications for healthcare professionals, particularly diabetes educators. This study explores educators’ perceptions and responses to this emerging classification, focusing on undernourished populations in low-resource settings.

Methods

A qualitative descriptive design was used, with semi-structured interviews conducted with 16 certified diabetes educators in Indonesia, including nurses, nutritionists, pharmacists, and doctors. Interviews were held in April and May 2025, and data were analyzed thematically using Braun and Clarke's framework.

Results

Four themes emerged: (1) Early-stage Awareness, educators were unfamiliar with the classification but recognized similar clinical patterns; (2) We’re Not Prepared, highlighting gaps in training and resources; (3)

Context

Matters, linking type 5 diabetes to malnutrition and socioeconomic inequities; and (4) Ready to Respond, If Equipped, with educators expressing willingness to adapt if provided with appropriate training. Participants also emphasized the need for national education programs, culturally relevant materials, and cross-sector collaboration.

Discussion

While educators’ preparedness is limited, their willingness to respond is strong. Targeted training, culturally relevant resources, and collaborative support are essential for effective education. Future research should evaluate the effectiveness of these strategies across different settings.