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Cultivating a Glocal Virtual Classroom for Planetary Health
Dianne Jaula Cunanan1, Julia Addison2, Camilla Alay Llamas2
1Mapúa School of Medicine Mapúa University Makati the Philippines.
Public Health Challenges
|July 31, 2026
Summary
This study introduces a joint online planetary health course between the Netherlands and the Philippines, offering equitable access to global health education. The innovative "glocal" approach fosters intercultural collaboration and addresses local environmental health issues.
Area of Science:
- Planetary Health Education
- Global Health
- Environmental Health
Background:
- Climate change, biodiversity loss, and inequity necessitate accessible planetary health education.
- Traditional international learning limits equitable access to global health knowledge and leadership opportunities.
- Existing educational models often lack a global perspective and fail to address systemic inequities.
Purpose of the Study:
- To develop and evaluate an accessible, equitable, and impactful joint online planetary health course.
- To foster intercultural collaboration and bidirectional knowledge exchange between medical students globally.
- To explore a "glocal" approach integrating international perspectives with local problem-solving in health education.
Main Methods:
- A joint online course on Planetary Health and Climate-Resilient Health Systems was developed by UMC Utrecht (Netherlands) and St. Luke's (Philippines).
- The course combined synchronous and asynchronous learning, including online modules, workshops, and mentorship.
- Medical students from the Netherlands and the Philippines engaged in intercultural teamwork on localized planetary health issues.
Main Results:
- The online course provided equitable access to planetary health education, overcoming financial barriers.
- Participants engaged in intercultural teamwork, addressing issues like eco-anxiety, fast fashion, and healthcare waste.
- The initiative demonstrated the feasibility of "glocal" approaches, linking global challenges to local solutions.
Conclusions:
- Collaborative, "glocal" planetary health education is feasible and impactful, promoting equitable access.
- Decolonizing global health education and bidirectional knowledge exchange are crucial for effective intercultural learning.
- Scaling this educational model requires institutional support to ensure continued accessibility and impact.
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