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

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.