Tabriz University of Medical Sciences Health Promotion Perspectives 2228-6497 16 2 2026 08 21 Pedagogy of Empowerment; Critical Learning Approaches in Community Health Promotion: An Umbrella Review 153 165 10.34172/hpp.48231 EN Narkabilova Gulnoza https://orcid.org/0000-0003-3455-4688 Jabbarov Ulugbek https://orcid.org/0000-0002-3044-1961 Tangirov Eldor https://orcid.org/0009-0004-6694-751X Rakhmatova Dildora https://orcid.org/0009-0006-8698-6836 Shermukhamedov Rakhmatulla Zubaydillo Narziyev https://orcid.org/0000-0003-0401-2992 Nafosat Urokova https://orcid.org/0000-0003-4665-3325 Nodirbek Komilov https://orcid.org/0009-0009-9174-1843 Journal Article 10.34172/hpp.48231 2026 06 03 2026 08 03 Introduction: Critical, empowerment-based pedagogical approaches are widely advocated in health promotion, yet the evidence base remains fragmented across disciplines. This umbrella review systematically synthesizes existing systematic review evidence to clarify how these approaches are conceptualized, implemented, and evaluated across community health promotion contexts. Methods: A systematic search of five electronic databases (PubMed/MEDLINE, CINAHL, Scopus, ERIC, Web of Science) identified reviews published between January 2016 and December 2025. Eligible studies included systematic and scoping reviews examining critical pedagogy, empowerment education, critical health literacy, participatory action research, or transformative learning in health promotion. Methodological quality was assessed using AMSTAR-2. Findings were synthesized narratively. Results: Fifteen reviews (representing over 480 primary studies) met inclusion criteria; 80% were rated high quality. Theoretical frameworks spanned Freirean critical pedagogy (explicit in 53% of reviews), Youth Participatory Action Research, Community-Based Participatory Research, and transformative learning. Pedagogical tools varied by setting: community-based and youth-focused reviews employed visual methods (Photovoice, visual mapping), culturally grounded conversational frameworks (Talanoa), and dialogical approaches; educational interventions utilized problem-posing education, critical reflection, and student-led projects; clinical interventions employed structured psychoeducational modules and counseling. Interventions demonstrated consistent individual-level gains (self-efficacy, agency, critical thinking). Community-based participatory approaches additionally generated collective outcomes (social cohesion, community advocacy) and structural changes (organizational safety improvements, gender norm transformation). Clinical interventions showed individual empowerment but limited collective impact. Measurement of community- and organizational-level outcomes remained underdeveloped. Conclusion: Empowerment-based interventions grounded in critical pedagogy yield multidimensional benefits across individual, collective, and structural domains. Realizing full transformative potential requires addressing measurement gaps, ensuring cultural adaptation, and moving beyond individual-level outcomes. Integration of participatory frameworks across health, education, and workplace settings is warranted.