Developing and delivering an integrated CBL/CEL/COIL planetary health course yielded three key lessons on flexibility, structural reform, and equitable partnerships¶

Claim · All claims
Evidence · 1 study · design r2 · q1
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 7 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? The course team consolidated its development and delivery experience into three key lessons: societally engaged learning requires flexibility, adaptability, and open-mindedness; building cross-university collaborations demands strategic structural and administrative reforms; and equitable partnerships are necessary for ethical COIL courses. → Addison 2025

Evidence¶

Addison 2025¶

Addison, J., Mangnus, E., Cunanan, D. J., Downward, G. S., de Jong, L., van de Kamp, J., Llamas, C. A., Guinto, R. R., & Browne, J. L. (2025). Advancing Societally Engaged and International Planetary Health Education: Innovations, Lessons, and Recommendations for Educators. Journal of Higher Education Outreach and Engagement, 29(2). https://openjournals.uga.edu/jheoe

q1 · i? · design · r2

Educators' reflective commentary on two editions of the course Planetary Health and Climate Resilient Health Systems, drawing on team meetings, literature analysis, curriculum mapping, symposia, and conversations with partners and students. The authors state that "The insights gained are con - solidated into three key lessons."

"The insights gained are con - solidated into three key lessons. The first lesson is that societally engaged learn - ing requires flexibility, adaptability, and open-mindedness from both educators and students."

Discussion¶

Related Claims¶

• Positive relationships with professors, community partners, and peer mentors are associated with increased intention to be civically engaged — the general claim this finding bears on, with the studies behind it
• In the course's COIL component, the intercultural environment did not create significantly larger problems than those typically observed in standard group work — related
• PD support type and salience depends on a teacher team's current phase in the adaptive learning cycle — related
• Centralized district management of partnerships enabled community schools to deliver programs and services without the burden of managing partnerships — related
• Training and technical assistance is most engaging when it is grounded in clear expectations, designed around recipient needs, developed with ongoing recipient input, accessible, delivered by equipped providers, and framed as a partnership — related