In response to growing uncertainty in global health driven by geopolitical tensions,pandemics,and climate-related challenges,global health education must evolve to equip students with theoretical knowledge and core co...In response to growing uncertainty in global health driven by geopolitical tensions,pandemics,and climate-related challenges,global health education must evolve to equip students with theoretical knowledge and core competencies,such as leadership,cross-cultural communication,and strategic thinking.This study reviews the updates to the International Health Project Management(IHPM)course and examines its three key changes:introducing a studentoriented teaching module,incorporating teamwork and role-play to promote autonomy and accountability;expanding geographic flexibility to encourage broader strategic thinking;and strengthening team dynamics through clearer role definitions and targeted support mechanisms.Students formed project teams,established internal regulations,and selected global health scenarios for project design.This revised approach fostered in-depth discussions that encouraged open-minded thinking,enabling students to move beyond disease-focused content to strategic systemic considerations.Greater group ownership also improved collaboration and accountability,addressing common teamwork challenges such as role confusion and uneven participation.However,the analytical depth varied depending on students’disciplinary backgrounds.Finally,we argue that a tiered curriculum that moves from theory to competency building can better support student growth.Overall,these findings highlight the potential of student-oriented approaches to strengthen leadership,cross-cultural communication,and strategic thinking,competencies essential for contributing to a shared future for global health.展开更多
Earth and the human species’sustainability are threatened,being necessary to promote a collective shift in how we think about our relationship with the Earth to minimise anthropic impacts.Earth System Education(ESE)a...Earth and the human species’sustainability are threatened,being necessary to promote a collective shift in how we think about our relationship with the Earth to minimise anthropic impacts.Earth System Education(ESE)and geoethics can promote competencies development,such as environmental insight and systemic thinking.This research aimed to develop a holistic and geoethical view of the Earth.A mixed methods approach was adopted to evaluate this intervention’s impact.The quantitative phase consisted of a quasi-experimental study to assess knowledge about the Earth system and geoethics of 59 secondary students(n=59).The cognitive tests revealed that students developed environmental insight competency and knowledge regarding geoethics,with an increase of 21.4%in the classifications.The t-test for paired samples was performed,obtaining statistical significance.In the qualitative phase,semi-structured interviews were carried out with six students to determine the potential of their participation in developing pro-environmental attitudes and behaviours.All interviewees expressed that their involvement in the study contributed to an attitudinal and behavioural change through more excellent reflection and knowledge.The results revealed that the development of non-formal activities on ESE and geoethics can enhance scientific literacy towards actions aligned with sustainability.展开更多
基金funded by National Social Science Fund of China(20&ZD201):International Legal Issues on Public Health Emergency of International Concern.
文摘In response to growing uncertainty in global health driven by geopolitical tensions,pandemics,and climate-related challenges,global health education must evolve to equip students with theoretical knowledge and core competencies,such as leadership,cross-cultural communication,and strategic thinking.This study reviews the updates to the International Health Project Management(IHPM)course and examines its three key changes:introducing a studentoriented teaching module,incorporating teamwork and role-play to promote autonomy and accountability;expanding geographic flexibility to encourage broader strategic thinking;and strengthening team dynamics through clearer role definitions and targeted support mechanisms.Students formed project teams,established internal regulations,and selected global health scenarios for project design.This revised approach fostered in-depth discussions that encouraged open-minded thinking,enabling students to move beyond disease-focused content to strategic systemic considerations.Greater group ownership also improved collaboration and accountability,addressing common teamwork challenges such as role confusion and uneven participation.However,the analytical depth varied depending on students’disciplinary backgrounds.Finally,we argue that a tiered curriculum that moves from theory to competency building can better support student growth.Overall,these findings highlight the potential of student-oriented approaches to strengthen leadership,cross-cultural communication,and strategic thinking,competencies essential for contributing to a shared future for global health.
基金supported by:i)the Strategic Funding(refs.UIDB/04423/2020 and UIDP/04423/2020)through national funds provided by the Portuguese National Funding Agency for Science,ResearchTechnology(Fundação para a Ciência e a Tecnologia[FCT])ii)the FCT through the PhD scholarship–“An approach to the Earth system from a Geoethics perspective:from Citizen Science to Science Education”–ref.SFRH/BD/143306/2019.
文摘Earth and the human species’sustainability are threatened,being necessary to promote a collective shift in how we think about our relationship with the Earth to minimise anthropic impacts.Earth System Education(ESE)and geoethics can promote competencies development,such as environmental insight and systemic thinking.This research aimed to develop a holistic and geoethical view of the Earth.A mixed methods approach was adopted to evaluate this intervention’s impact.The quantitative phase consisted of a quasi-experimental study to assess knowledge about the Earth system and geoethics of 59 secondary students(n=59).The cognitive tests revealed that students developed environmental insight competency and knowledge regarding geoethics,with an increase of 21.4%in the classifications.The t-test for paired samples was performed,obtaining statistical significance.In the qualitative phase,semi-structured interviews were carried out with six students to determine the potential of their participation in developing pro-environmental attitudes and behaviours.All interviewees expressed that their involvement in the study contributed to an attitudinal and behavioural change through more excellent reflection and knowledge.The results revealed that the development of non-formal activities on ESE and geoethics can enhance scientific literacy towards actions aligned with sustainability.
