Solving a paradox: can learning about climate change and sustainable healthcare be fun?

Authors

DOI:

https://doi.org/10.47408/jldhe.vi35.1335

Keywords:

ludic pedagogy, sustainable healthcare, climate change, sustainability, transformative learning, solutions-based pedagogy, serious games, flipped classroom model, experiential learning, interprofessional learning

Abstract

Climate change and education for sustainable healthcare are important and essential topics to address in higher education, but which have the potential to be anxiety-inducing. In our medical school, we have used a ludic pedagogy with a solutions-based framework to deliver a student selected component addressing sustainable healthcare and climate change. This involved the use of serious games, flipped classroom model, formative ungraded presentations, interprofessional learning, experiential learning and community links, summative engagement, and the creation of individual action plans in an aim to deliver transformative learning. In this case study, we will outline the various techniques used for this approach; our reflections on the effectiveness, benefits, and limitations; and finish with recommendations for educators and suggestions for further research and pedagogical developments to support joyful transformative learning of potentially anxiety-inducing topics.

Author Biographies

Camille A.M. Huser, University of Glasgow

Camille Huser is the Deputy Head of the Undergraduate Medical School (Biosciences) and Director of the Health Professions Education Masters Programme. She graduated with a PhD from Cambridge. At the University of Glasgow, Dr Huser is a previous Director of the Health Professions Education Masters Programme. Dr Huser is passionate about education for sustainable healthcare and has co-led the creation of a Medical Schools Council Education for Sustainable Healthcare Alliance (MSC-ESHA) in the UK, is Chair of the Universitas 21 Health Sciences Group Sustainable Development Initiative, and co-Chair of the European Network for Climate and Health Education.

Waqar Ahmed, University of Glasgow

Waqar Ahmed is a passionate educator and lecturer in School of Medicine, University of Glasgow. Dr Ahmed is a medical graduate and has degrees in public health, environmental health, rural development, and learning and teaching. Dr Ahmed has extensive teaching experience of public health/environmental health, particularly focusing on climate change and its health effects. Dr Ahmed also has extensive experience of delivering lectures, facilitating labs, and small group teachings such as problem-based, and team-based learning. He is committed to providing students with comprehensive learning experience through diverse teaching approaches.

Noy Basu, University of Glasgow

Nayanika (Noy) Basu is a Glasgow-based NHS General Practitioner and clinical lecturer, who is helping to embed the vertical theme of Global and Planetary Health and concepts around sustainable healthcare into the Undergraduate Medical School curriculum at the University of Glasgow. She is a founding member of Greener Practice Glasgow and West of Scotland Deprivation Interest Groups, and a member of the Scottish Deep End GP Steering Group.

Graeme K. Donald, University of Salford

Graeme K. Donald is Lecturer in Adult Nursing at University of Salford, having previously worked at University of Glasgow with his co-authors of this paper. He teaches on a range of undergraduate and postgraduate programmes, and his research interests include complementary medicine, mindfulness, and feasibility study methodology. He has only recently developed an interest in this subject area and he hopes his track record in evaluating complex interventions will be beneficial when applied to future related projects.

Malcolm Shepherd, University of Glasgow

Malcolm Shepherd is a Consultant Respiratory Physician and leads an Adult Severe Allergy service. He is head of the Undergraduate Medical School at University of Glasgow and is passionate about improving healthcare through education and demystifying clinical knowledge. Sustainability in healthcare is a major theme of this passion, and patient partnerships aligned with high-quality healthcare delivery all lead to a more sustainable healthcare model. In his career he has witnessed the enormous changes brought about by technology in health and believes harnessing the power of AI can lead to an improved less wasteful healthcare culture

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Published

27-03-2025

How to Cite

Huser, C. A., Ahmed, W., Basu, N., Donald, G. K., & Shepherd, M. (2025). Solving a paradox: can learning about climate change and sustainable healthcare be fun?. Journal of Learning Development in Higher Education, (35). https://doi.org/10.47408/jldhe.vi35.1335

Issue

No. 35 (2025): Special Edition, Liberating Learning

Section

Rekindling the joy of learning

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