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PERSPECTIVE article
Front. Educ.
Sec. STEM Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1553898
This article is part of the Research Topic Reshaping STEM Education: Strategies for Curriculum Decolonization and Institutional Transformation View all 16 articles
Integrating Global Perspectives in Biomedical Science Education: The Role of Project-Based Learning in Addressing Western-Centric Paradigms and Enhancing Student Preparedness for Global Health Challenges
Provisionally accepted- 1 London School of Economics and Political Science, London, England, United Kingdom
- 2 University of Sussex, Brighton, United Kingdom
Biomedical Sciences education has traditionally focused on Western paradigms, often overlooking the health challenges faced in less economically developed countries. Integrating global perspectives is essential, yet institutional guidelines lack clear directives for doing so. This perspective paper proposes a project-based learning (PBL) approach within undergraduate Biomedical Sciences modules, which focuses on tropical infectious diseases to promote decolonised learning by contrasting the Global North and South. In this model, students will work collaboratively to learn problem-solving techniques relevant to real-world issues like tropical diseases. Although in theory PBL is a useful way of learning, there are potential challenges with group dynamics and engagement. This paper discusses the various benefits and limitations of implementing this approach.
Keywords: project-based learning, Decolonisation of Curriculum, Biomedical science education, Tropical Diseases, Global north, Global South, Eurocentric curriculum
Received: 31 Dec 2024; Accepted: 17 Feb 2025.
Copyright: © 2025 Lalujan and Pranjol. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Zahid Pranjol, University of Sussex, Brighton, United Kingdom
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