Health education and pedagogy of death: Perceptions and demands of academic staff in spain

Abstract

This article analyzes how death is approached in Spanish universities. An exploratory study was conducted with academic staff responsible for teaching Health Education. Interviews and content analysis were used to ascertain needs, demands, perceptions, and considerations in relation to death and death education and the approach towards finitude adopted by university teaching staff. The article concludes that the factor that has the greatest influence on whether professors include issues surrounding death in their teaching programs is whether or not they have experienced significant loss in their own lives, rather than age, gender, or religious beliefs.