Bolarinwa, Obasanjo ORCID: https://orcid.org/0000-0002-9208-6408 (2026) Embedding international research in global health pedagogy: bridging the teaching-research divide for equitable learning. Global Health Promotion. (In Press)

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Abstract

The increasing complexity of transnational public health challenges requires educational approaches that equip future professionals with the skills to critically engage with evidence and address diverse global health priorities. This commentary argues that embedding international research within global public health pedagogy can strengthen equitable, inquiry-driven, and practice-oriented learning. International research engagement enables students and educators to participate in collaborative knowledge production through cross-border partnerships, comparative research, authentic research projects, internships, and global learning experiences. Such approaches may enhance critical thinking, analytical competence, cross-cultural understanding, and evidence-informed decision-making. However, meaningful integration remains constrained by institutional, financial, technological, ethical, and political barriers, particularly within low- and middle-income countries. To address these challenges, an equity-oriented framework comprising progressive curriculum integration, equitable partnerships, and reciprocal capacity strengthening is proposed. Embedding international research into global public health education is an important strategy for preparing reflective, globally competent, and socially responsive public health professionals capable of addressing contemporary and future global health challenges.
Keywords: Global public health pedagogy; Research–based learning; International research; Pedagogical integration; Equitable learning

Item Type:	Article
Status:	In Press
DOI:	10.1177/17579759261490885
School/Department:	London Campus
URI:	https://ray.yorksj.ac.uk/id/eprint/15790

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