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<p>Health equity is a critical concern in global health and a growing priority in higher education. This paper presents findings from a European pilot study conducted within the project of Health Equity Through Education for a Sustainable Future (HEQED), which aimed to explore and develop strategies for fostering students’ understanding of health equity and their capacity to act on this knowledge in professional contexts. The study involved 264 participants from four higher education institutions across Europe, who participated in a structured learning activity centred on real-world cases illustrating systemic health inequities. Using a post-activity survey and thematic analysis of open-ended responses, this study aims to examine students’ perceptions of the relevance, impact, and pedagogical value of the intervention. Responses indicated that students found the topic highly relevant and the learning experience both meaningful and transformative. The activity promoted critical reflection, empathy, and awareness of important aspect related to health equity, while also challenging students to consider their professional responsibilities in addressing inequities. The results were interpreted and understood in terms of the following three analytic themes; 1) confronting cases, 2) reflexive practise, and 3) professional development. In conclusion, educational triggers can promote reflection and competence in complex issues, such as health equity. For further understanding, long-term impacts should be explored.</p>

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Learning health equity in higher education—results from a European pilot study

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年3月11日

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  • Ingrid Onarheim Spjeldnæs,
  • Gwendolijn Boonekamp,
  • Ana Belén Subirón-Valera,
  • Cia Törnblom,
  • Anu Nyberg,
  • Beatriz Rodríguez-Roca,
  • Joost van Wijchen,
  • Isabel Antón-Solanas,
  • Maria Nordheim Alme

摘要

Health equity is a critical concern in global health and a growing priority in higher education. This paper presents findings from a European pilot study conducted within the project of Health Equity Through Education for a Sustainable Future (HEQED), which aimed to explore and develop strategies for fostering students’ understanding of health equity and their capacity to act on this knowledge in professional contexts. The study involved 264 participants from four higher education institutions across Europe, who participated in a structured learning activity centred on real-world cases illustrating systemic health inequities. Using a post-activity survey and thematic analysis of open-ended responses, this study aims to examine students’ perceptions of the relevance, impact, and pedagogical value of the intervention. Responses indicated that students found the topic highly relevant and the learning experience both meaningful and transformative. The activity promoted critical reflection, empathy, and awareness of important aspect related to health equity, while also challenging students to consider their professional responsibilities in addressing inequities. The results were interpreted and understood in terms of the following three analytic themes; 1) confronting cases, 2) reflexive practise, and 3) professional development. In conclusion, educational triggers can promote reflection and competence in complex issues, such as health equity. For further understanding, long-term impacts should be explored.