Diverse Student Cohorts Research Articles

What’s driving post-pandemic university student engagement? Findings from a design faculty

Abstract Situated within the many post-pandemic questions around patterns of student engagement and student choice, this paper explores the topic of why university students choose to attend campus on a day-to-day basis. This work builds on recent inquiry into the purpose of campus within broader narratives of university life, including notions of being a student and belonging to one’s institution. It is also positioned within student experience scholarship, which broadly engages with the complexities of delivering high-quality tertiary education to diverse student cohorts. Using student engagement as a conceptual lens, this paper reports on a study of twenty students within an Australia-based faculty of design. Semi-structured interviews explored how students engage with their studies and the faculty, including the factors influencing their ongoing decisions around when and why to come to campus, stay and leave. Findings underscore the importance of environmental quality and atmosphere, as well as meaningful social connections, for driving on-campus engagement. The study also suggests that, whilst the push towards flexibility has granted students the ability to manage how, where and when they engage, this may also come with risks like feelings of disconnection. In addition to making an empirical contribution to student experience and student engagement scholarship, the focus on a single, multi-disciplinary faculty is meant to prompt reflection on the relative benefits for approaching student experience at this particular scale.

Association Between Physician Assistant Program Characteristics and Student Diversity.

Diversity within the health professions workforce can improve patient satisfaction and enhance team productivity. As the physician assistant (PA) profession grows, PA educational programs have struggled to achieve greater diversity. Recent literature identified top performing PA programs in achieving diverse student cohorts. This study examined the associations between PA program characteristics and successful recruitment and graduation of students from underrepresented minority (URM) groups. Program characteristics from the 2019 PA Education Association Program Survey and Faculty Survey were obtained (n = 141 programs). Programs were categorized as exemplary or nonexemplary in recruiting and graduating diverse student cohorts according to prior literature. Univariate and multivariate logit regression specifications identified program characteristics associated with exemplary status. Programs of longer duration and those with a greater percentage of URM faculty were more likely to be exemplary (2.2 and 2.5 percentage point increase in likelihood, respectively). Positive but not statistically significant associations were also observed between exemplary status and programs that did not require an admissions test and those with greater percentages of the faculty who identified as Asian, Hispanic, or underrepresented in medicine. Having faculty from URM backgrounds may influence PA programs' success in improving student cohort diversity. Other program characteristics, including absence of admissions testing requirements, may also shape student diversity. These findings can inform PA and other health professions programs as they develop approaches to increase racial and ethnic diversity among their students.

The interplay between social support, acculturative stress, perceived stress and generalized anxiety among international students

Abstract Drawing from diversity science principles (Miller et al., Journal of Social Issues, 75, 1240–1261, 2019), this study examined how social support, acculturative stress and perceived stress influence generalized anxiety in a diverse sample of international students. Using an intersectional lens, the present study also tried to test Berry’s (Applied Psychology: An International Review, 46, 5–34, 1997) acculturative stress model and assess the main effect hypothesis within a diverse cohort of international students. A sample of 190 international students (84 female, 105 male) enrolled at Kastamonu University was recruited for this study, with a mean age of 20.87 years (SD = 2.79). In addition to gathering demographic information, participants were administered the Acculturative Stress Scale for International Students, the Perceived Stress Scale, the Multidimensional Scale of Perceived Social Support, and the Generalized Anxiety Disorder Scale- 7. The analysis revealed that (i) demographic factors did not significantly influence generalized anxiety, (ii) social support from different sources did not significantly impact the acculturation process of the students, (iii) acculturative stress and perceived stress independently contributed to generalized anxiety, and (iv) perceived stress partially mediates the relationship between acculturative stress and generalized anxiety. These findings highlight the need for universities to prioritize mental health support and to develop targeted interventions aimed at promoting the well-being of international students, considering their specific challenges and requirements.

Inclusivity and diversity on massive open online course platforms: a multicultural evaluation of NovoEd

Purpose Drawing on Banks’ framework for multicultural education, this study aims to evaluate the effectiveness of the NovoEd platform in addressing the challenges of multicultural education and fostering a collaborative and inclusive learning environment for a diverse student body. Design/methodology/approach A qualitative research design was used, utilizing observational fieldnotes and semistructured interviews with a diverse cohort of students enrolled in various courses on the platform. Data were analyzed thematically to identify key issues related to inclusivity, equity and engagement in the learning process. Findings NovoEd’s team-based learning model promotes cross-cultural collaboration, enhancing students’ perspectives of global issues. However, time zone differences, connectivity issues and language limitations hinder full participation, limiting the effectiveness of collaborative activities, particularly for students from underresourced regions. Furthermore, NovoEd’s focus on corporate partnerships and US-centric perspectives can alienate non-Western students. The ethical implications of its business model also raise questions about the impact of data harvesting on students’ privacy and autonomy. Practical implications This study recommends offering offline resources, enhancing language support, diversifying course content to reflect global perspectives and adopting more ethical data practices to create a more inclusive learning environment. Originality/value By linking the findings to Banks’ framework, this study contributes to the broader discussion on designing more inclusive and equitable online courses. It offers insights into the intersection of digital equity, multicultural education and the commercialization of online learning for educators, course designers and platform developers.

'I Hadn't Ever Really Thought It Was Something That I Could Do': Rural Background Medical Graduates' Pathways to Medicine.

This study aims to elevate the voices of doctors with rural backgrounds by exploring their experience of applying for medicine and identifying learnings that can further widen access for prospective rural applicants. This study is part of a larger qualitative study exploring the experiences of medical graduates from Deakin University's rural longitudinal integrated clerkship. Qualitative interviews. Interviews were audio recorded, transcribed verbatim, and thematically analysed to elicit themes that aligned with the barriers and facilitators to admission to medicine. Rural longitudinal integrated clerkship. A total of 17 participants self-identified as originating from a rural background. Barriers and facilitators to gaining admission to medicine. Barriers included aptitude tests, visibility and aspiration, and financial issues. Facilitators included equity admission policies, perseverance, and life experience. Despite gaining admission to medicine, participants described the barriers they overcame and validated the importance of equity processes. Universities have a responsibility to continually review admission policies to ensure they are training a diverse cohort of students who are representative of the communities they serve.

Promote professional and personal development opportunities to recruit and retain workers in education

Exploring students’ perceptions of teaching as a profession and their motivations for pursuing it can provide valuable insight for developing effective policies aimed at enhancing teacher recruitment efforts. Although the topic of recruiting and retaining workers in education is not new, most previous studies have sought the views of teachers instead of students to understand why people choose teaching as a career. This paper aims to study students’ perceptions and attitudes toward professional and personal development opportunities that can be offered to undergraduate students. These opportunities include paid internships, teacher assistant positions, and training to recruit and retain educators. We analyzed qualitative and quantitative survey responses from 89 students in various majors at a prominent Canadian public university. The survey analysis shows that interventions such as enhanced training and professional development opportunities, financial benefits, and increasing the availability of resources for entering a teaching career may help attract more students into teaching. The outcomes of this study provide insight into potential adjustments needed to attract a larger and more diverse cohort of students pursuing careers in education.

Finding a balance: Using a pre-post test to evaluate the effectiveness of scenario based learning using a blended approach among undergraduate nursing students.

While undergraduate education aims to provide student nurses with a level of competence for independent practice, criticisms exist surrounding the ability of these programmes to adequately prepare graduates for the clinical skills required to optimise care. Adopting virtual simulations into nursing curricula may support greater clinical preparedness due to the student-driven nature of this approach. However, learning is also cited as a social experience requiring teacher-student interaction. Therefore, a challenge exists to develop teaching strategies that balance interactive learning while also ensuring students achieve relevant competencies. Using scenario-based learning in a blended environment, this research evaluates the impact of different teaching modalities (in-person vs virtual patient case simulations) on undergraduate student nurses' perceived learning gains and self-efficacy. A pre and post-test design. Eligible participants were Irish nursing students enrolled in a 5-credit European Credit Transfer System (ECTS) module (Autumn 2023 academic term) focusing on the care of persons with altered cardiovascular function at a large, urban university. An online survey investigated the impact of these different teaching modalities on students' perceived learning and self-efficacy. Scales were adapted from previous research and non-parametric tests explored changes in perceptions over time. Thematic analysis of open-text responses provided greater insight into student experiences. The response rate was 57% (n=97) at baseline and 23% (n=39) at follow up. Students' perceptions of their learning gains and self-efficacy were scored positively for both in-person and virtual scenario-based teaching modalities. However, following participation with virtual simulation, meaningful, positive improvements to students' understanding, attitudes, and self-efficacy were identified. Three key themes were generated from participants' open-ended survey responses which revealed the core features of both teaching modalities and students' desire to further integrate more virtual activities into undergraduate curricula: 1) In-person accessibility and interactivity matters: 2) Virtual simulations: bringing content to life: 3) Online learning: the path forward. By combining the advantages of in-person and online learning platforms, a blended approach can close the theory to practice gap and support diverse student cohorts to succeed within nursing education.

Metaverse Learning Environments And Student Well-Being: A Longitudinal Study On The Impact Of Immersive Educational Counseling

This longitudinal study investigates the influence of immersive educational counseling within metaverse learning environments on student well-being. As educational institutions increasingly integrate virtual and augmented reality technologies, understanding their effects on students’ mental health and academic performance is essential. The research focuses on a diverse cohort of students who participated in immersive counseling sessions designed to enhance emotional support, social engagement, and academic guidance. Data collection spanned two academic years, utilizing quantitative surveys, qualitative interviews, and performance metrics to assess changes in well-being and academic outcomes.Results reveal that students engaged in metaverse counseling exhibited significant improvements in emotional resilience, motivation, and overall academic performance compared to their peers receiving traditional counseling. Additionally, the immersive nature of the metaverse fostered a sense of community and belonging, which further contributed to enhanced well-being. This study underscores the transformative potential of metaverse environments in educational settings, advocating for the incorporation of innovative technologies to support student mental health and academic success.

Shiny Apps in Distance Education: Do Psychology Students Benefit from Interactive Statistics Applications?

The development of Shiny, a web framework for R, has greatly simplified the process of creating interactive statistical applications. The principal objective of this study was to evaluate the implementation of Shiny applications in distance learning for a diverse student cohort. A longitudinal study was conducted with a quasi-experimental design, employing propensity score matching to compare two cohorts of 524 and 773 students at the FernUniversität in Hagen, Germany. Data were collected on students' academic performance, perception of statistics, and evaluations of the Shiny apps. The results indicated no significant difference in academic performance between the intervention and control groups. However, students' perception of statistics changed significantly throughout the semester, and group membership did not moderate these time-related changes. Despite this, the majority of students expressed positive attitudes towards the Shiny apps and found them beneficial for their studies. This paper discusses the implications of using Shiny apps in distance education and potential directions for future research.

Mediating Factors and Demographic Disparities Associated With Disordered Eating in University Students During the Era of COVID-19.

Disordered eating (DE) increased during the COVID-19 pandemic, and a recent systematic review identified marginalised identity, psychological wellbeing, loneliness, stress, higher body mass index (BMI), and internalised weight bias (IWB) contributing to pandemic-era DE. The present study aimed to extend these findings by evaluating hypothesised contributors to pandemic-era DE while evaluating pandemic era stressors among a single, more diverse sample of university students. A diverse cohort of first-year university students (N=1289, 43.4% White, 24.2% LGBTQ+) were surveyed in Autumn 2021 about the pandemic's impact on health, socialisation, and academic readiness and performance as part of a larger research project. BMI, IWB, loneliness, self-esteem, depression, DE, screen time, and perceived stress measures were collected. General linear and PROCESS mediation models evaluated group differences and mediators of pandemic-era stressors and DE. Depression, self-esteem, stress, and loneliness partially mediated the relationship between pandemic-era stressors and DE. IWB partially mediated associations between Pandemic-era stressors and DE, with higher IWB strengthening this relationship; however, greater media exposure and higher BMI strengthened these findings [Figure] the extent to which IWB mediated the relationship between Pandemic-era stressors and DE. Black students had lower DE than other racial groups, while sexual minority students had higher DE, though this differed across genders. IWB, loneliness, and psychological distress may exacerbate pandemic-era DE. Further, marginalisation of bodies, genders, and sexual orientations may play a role in pandemic-era DE. These factors may help identify students most at-risk for DE and help target preventive care to kerb rising eating disorders rates.

Widening participation and enhancing academic success: the impact of university diplomas on non-traditional students’ academic lives

University diplomas in Australia provide pathways into higher education for a diverse cohort of students, including students who do not meet the academic requirements of the bachelor course. Despite the role of university diplomas in widening participation and addressing inequities of access to higher education, there is a paucity of research about diplomas and diploma students. This mixed-method study investigated the experiences and outcomes of students entering higher education in Australia through university diplomas. Quantitative and qualitative findings showed that students found the diplomas to be beneficial for beginning their university study and their overall academic success. Students reported that the holistic support offered in the foundation subjects and across the institution was integral to their success. Students who completed university diplomas had higher success rates and GPAs in their subsequent bachelor courses compared to students who had not completed a diploma. Evidence from this research shows that university diplomas can help prepare students, particularly non-traditional university students, for success in academic study. A pedagogical design that incorporates transition pedagogy, includes and values adult learning principles, and allows for flexibility and independent learning is essential to support diploma students throughout their academic journey.

The start of a new journey: Decolonising the Global Mental Health curriculum

Intellectual colonisation is defined as the imposition of Western knowledge systems onto non-Western cultures, resulting in the marginalisation and subordination of non-Western beliefs, practices, and technologies. Decolonisation aims to challenge this dominance. Higher Education Institutions play a crucial role in dismantling intellectual colonisation, and sustained efforts are needed to promote diverse perspectives. The authors adopt a critical pedagogy and cyclical improvement approach to develop inclusive and equitable learning environments. They have committed to the process of decolonising the curriculum, acknowledging it as ongoing and multifaceted. A range of staff-led developments have been initiated as understandings of decolonisation have deepened. Alumni have applied review tools related to decolonising the curriculum to identify potential improvement areas. A student workshop was facilitated to overview the initial project developments and gain insight on how to address the issues identified. Feedback from the diverse student cohort indicated this was highly valuable. The potential for student-staff partnerships in driving decolonising efforts has begun to be explored, but key challenges include resource constraints and the need for student upskilling. The project goal is to empower students and staff to acknowledge their positionality, critically engage, and adopt a decolonial lens in both educational and workplace arenas.

Internationalisation of curriculum: Analysis of subjects within the Faculty of Arts and Education at a regional Australian university

A regional university in Australia is dedicated to developing 21st-century graduates as global citizens. The curriculum is designed to equip students with the knowledge and skills necessary for success in a globalised world. Assessing whether students are truly becoming ‘global citizens’ involves evaluating not just academic performance, but also intercultural competencies, global awareness, and adaptability. Immediate, tangible outcomes like job placements can take precedence over long-term goals like global readiness. There are many factors that hinders a comprehensive review of whether the curriculum is effectively preparing students to become global citizens. There has not been any systematic understanding of the research status of the internationalization of the curriculum (IoC). This paper reports on the experiences of academics and students regarding the internationalisation of the curriculum within the Faculty of Arts and Education (FoAE). A mixed-method approach was adopted over two years, involving surveys and one-on-one interviews with academics and students. Thematic analysis of the responses revealed both strengths and areas for improvement for integrating IoC in higher education institutions. While academics and students value an internationalised curriculum, it is inconsistently implemented across the curriculum and there is a need for universities to establish a clear framework or benchmark for evaluating the internationalisation of their curriculum to assess progress systematically. The study's findings offer valuable insights for enhancing the internationalisation of the curriculum and improving the effectiveness of academic staff in delivering globally relevant content. This could lead to a stronger institutional reputation, attract a more diverse and international student cohort, and has capability to positively impact the university's financial sustainability by aligning the curriculum with global education trends.

The Impact of ChatGPT on Enhancing Students' Motivation and Learning Engagement in Second Language Acquisition: Insights from Students

This study explores the influence of ChatGPT, an AI language model, on students' motivation and engagement in second language acquisition (SLA). Leveraging qualitative and quantitative methods, we gathered insights from a diverse cohort of students engaged in learning various second languages. The research aims to understand how interactive AI tools like ChatGPT can enhance the learning experience, making it more engaging and motivating. Initial findings suggest that ChatGPT significantly contributes to increased student motivation by providing instant feedback, personalized learning experiences, and diverse conversational practice. Students reported a heightened sense of engagement, attributing it to the dynamic and responsive nature of AI interactions, which offer a safe space for practicing language skills without the fear of judgment. Additionally, the study highlights the potential of ChatGPT to supplement traditional language learning methods, fostering a more holistic and immersive learning environment. These insights underscore the transformative potential of AI in SLA, paving the way for more innovative and effective educational strategies. Further research is needed to explore long-term impacts and optimize the integration of AI tools in language education.

Storytelling, belonging and identity in the graphic design classroom: A critical reflection

In a diverse student cohort, learning can be designed to encourage belonging and celebrate identity in the classroom. However, in increasingly international student cohorts, international students can find themselves displaced, living and working in new environments, and might struggle to find their voice and express their heritage in the context of their studies. By designing curricula to encourage storytelling, educators can help students to find their voice and identity as designers, and create a space for safety, vulnerability, and belonging in the classroom. As such, this paper is situated in the context of graphic design higher education and takes the form of a critical reflection, comprising a self-evaluation of the use of storytelling in the classroom based on the author's teaching experience. Rhizomatic learning (Cormier 2008) is discussed in relation to its application in the context of a graphic design classroom and its relevance in a curriculum designed to support storytelling. The critical reflection follows Brookfield's (2017) model for critically reflective teaching and takes the form of a series of vignettes featuring student projects - part of an editorial design project run annually for final-year students in the BA Information Design programme at the University of Pretoria, South Africa. In addition to these vignettes, the critical reflection references a design research workshop run for students of MA Graphic Design at the University for the Creative Arts in the United Kingdom.

“A rollercoaster of drawing and using digital tools!”:

Responding to the Covid pandemic, educators worldwide were forced to reconsider ways of delivering content and engaging students. Graphic Facilitation offers opportunities for educators to rethink ways of delivering text heavy content. This paper charts the journey of developing a Graphic Facilitation Digital Badge for staff in a Higher Education institution. The paper describes the process from the perspective of three educators (two instructional designers and a lecturer) exploring the use of Graphic Facilitation as a tool for teaching and learning across a range of subjects and discipline areas to enhance communication and sustain participation across a diverse cohort of students. The paper focuses on how we applied Graphic Facilitation through planning, teaching, assessing, providing feedback and reflection on learning. Following the module participants were required to complete an evaluation form. Feedback from participants is presented. The findings highlight the value of graphic facilitation in supporting learners to develop graphic skillsets, engage with new technologies, enhance communication, and, develop a sense of community amongst staff at a Higher Education institution through engagement in an online classroom.

Collaborative co-design to reimagine teaching practices in hybrid spaces

Following the Future Made in Australia Act, which prioritises quality and equitable education (Albanese, 2024), there is a pressing need for regional universities to provide equal educational opportunities for students regardless of their geographical locations. Furthermore, as outlined in the Australian Universities Accord Final Report, advances in pedagogy are required to fulfil the potential of high-quality online and hybrid learning modes, as well as deliver teaching which supports more diverse student cohorts (Australian Government, 2024). Hybrid learning spaces have the potential to bridge educational disparities by offering accessibility and flexibility to both regional and metropolitan students, allowing them to pursue their education without compromising their other responsibilities (Lightner & Lightner-Laws, 2016). However, significant adjustments to traditional face to face student engagement activities are crucial to the success of hybrid teaching and learning (Gamage et al., 2022). University teachers often have preconceived ideas about these spaces and lack the time, skills, and knowledge to adapt their teaching practices effectively (Bøjer & Brøns, 2022; Raes et al., 2020). Additionally, students struggle to adapt their learning approaches in these spaces, leading to limited engagement and interaction with teachers and peers (Raes et al., 2020). Effective implementation requires support for both teachers and students to reimagine their routines, practices, and expectations in teaching and learning (Bøjer & Brøns, 2022; Fawns et al., 2022; Gamage et al., 2022). To address this challenge, a research project was conducted that involved four phases: (1) Co-design workshop, (2) Resource development, (3) Data collection, (4) Analysis and outcomes. The first and second phases will be discussed in this poster presentation. In the first phase, the research team participated in a collaborative co-design workshop to develop a professional development (PD) module and practical guidelines for teachers. Collaborative co-design is a participatory process where designers and users work together using co-design tools, techniques, and scaffolds to provide expert perspectives on a problem (Bøjer & Brøns, 2022; Sanders and Stappers, 2007). In this process, researchers, teachers, and students collaborated to generate ideas and knowledge for the content of a PD module and the practical guidelines. The workshop was theoretically grounded in Moore’s (1989) three types of interactions and Radcliffe’s (2009) Pedagogy-Space-Technology (PST) framework. The active involvement of teachers and students allowed the research team to explore challenges between learning spaces, technology and teaching practices, focusing on student agency and engagement. Crucial to co-design, the research participants interchanged roles during the workshop, shifting between users, designers, and facilitators depending on individual creativity and expertise in specific areas (Bøjer & Brøns, 2022; Sanders and Stappers, 2007). The design solution of a PD module and practical guidelines was developed and provided teachers with strategies for effective hybrid teaching, addressing both technological challenges and appropriate pedagogies. The future direction of this project is to examine the effectiveness of hybrid learning and teaching by exploring the engagement between teachers and students online and on campus. The findings advance pedagogy by promoting equitable engagement for online and on-campus students, ensuring consistent learning experiences and bridging geographical gaps.

It doesn't need to be so stressful!

The rapid development of the online delivery in higher education has resulted in a proliferation of research. Key in this work are two critical streams: how to support diverse students in online learning spaces, and the need for greater theorisation to guide educators on the optimal design of such pedagogies. In this study we bring these two streams together by harnessing the lens of self-determination theory (SDT) to explore the experiences of medical students with Attention Deficit Hyperactivity Disorder (ADHD) in their online learning experiences. In doing so, we contribute key theoretical and practical knowledge on supporting innovative, inclusive online learning spaces for our increasingly diverse student cohorts. ADHD is a neurodevelopmental disorder characterised by persistent patterns of inattention, hyperactivity, and impulsivity (American Psychiatric Association, 2022). Studies indicate that the prevalence of ADHD in higher education settings is significant, and medical students are not exempt from this trend with self-reported prevalence suggests it could be as high as 24% (Emmers et al., 2017; Njuwa et al., 2020; Sedgwick-Müller et al., 2022). The nature of medical education, characterised by heavy workloads, time pressures, and complex material, can further pose unique challenges for individuals with ADHD affecting academic performance, professionalism and overall well-being (Im & Tamarelli, 2023). The literature implies that motivational alterations, particularly focusing on internal motivations, exist in people with ADHD, acting as mediators between environmental and social contexts and outcomes including behaviour and performance. Thus, what is the key in this issue is how students are supported to develop and enact their SDT to foster optimal engagement and ultimately their well-being and inclusion (Morsink et al., 2022). In this presentation we will present our findings of semi-structured interviews with medical students diagnosed with ADHD (n=10). Specifically, our study will organise results in relation to the three dimensions of SDT including: student autonomy, competence and relatedness. Findings include the students’ perceptions of the challenges related to flexible delivery, and how greater choice also at times led to barriers around their study decision-making (e.g., to attend lectures, to study asynchronously). Through our presentation we will further provide recommendations on strategies to create inclusive, autonomy-supportive online learning spaces for ADHD students in higher education settings.

Optimising Student Preparedness through TEL Pedagogies

This paper explores the implementation of Technology-Enhanced Learning pedagogies across four schools through scalable and cross-disciplinary collaboration at a Western Australian university. Using innovative support initiatives, co-created with academic and professional staff and students, our resources focus on bridging gaps in essential academic and digital literacies and fostering student agency and self-regulation. Grounded in transition pedagogy and adaptive learning, these initiatives enhance preparedness and inclusivity for a diverse cohort of students. We seek to address the lack of student perspectives on generative AI (GenAI) tools available to date, sharing recent data that reveals students' lack of confidence in using GenAI for learning and assessments. This paper explores GenAI’s role in shaping educational practice and provides recommendations to improve its integration. These insights will potentially complement the whole-of-institution curriculum transformation initiative at our university, emphasising the importance of feedback literacy and self-regulated learning in an evolving educational landscape. Our initiatives promote self-regulated and co-regulated learning, to enable students and staff to collaboratively improve the learning process and outcomes. Finally, this paper discusses the challenges encountered, offering actionable insights for institutions aiming to enhance student preparedness through collaboration.

Active education for reducing the attainment gap in a public health course in the United Kingdom (UK)

Abstract Background A diverse cohort of students join our UK postgraduate public health programme. We wanted to reduce attainment gaps between students. Active and inclusive educational activities may be important mechanisms for reducing attainment gaps as well as promoting student wellbeing. Our aim was to explore how active and inclusive curriculum design could support development of public health functions (e.g., designing interventions to address health inequalities) whilst reducing attainment gaps. Objectives Our 12-week module included a project to model determinants of adolescent’s health inequalities and design an evidence-based intervention to address determinants. Informed by Fink’s taxonomy and the assessment for learning framework, we designed educational activities (i.e., small group work and presentations, ethnographic visits, discussions with stakeholders) and assessments (i.e., group poster presentation and individual critical reflection) to structure the project. We assessed attainment gaps in student marks and surveyed student attitudes to the project (1 = strongly disagree; 5 = strongly agree). Results 53 students (9 groups) completed the assessment with the following marks: poster (M = 61, SD = 7), critical reflection (M = 59, SD = 9), overall mark (M = 59, SD = 10). More students received ‘fails’ and ‘distinctions’ when only the critical reflection was considered (p < 0.001). Students (N = 39; 72% response rate) agreed that activities were intellectually stimulating (M = 5, SD = 0.8), supported their learning (M = 4, SD = 0.8) and made them feel included (M = 5, SD = 0.7). Active learning approach (i.e., benefits of interactions; creating effective groups); student’s caring and commitment; choice and inclusivity; complex and authentic tasks; informal, formal and timely feedback were highlighted. Conclusions Evidence that an active and inclusive approach functions to reduce attainment gaps is equivocal but appears to promote engagement, inclusion and learning. Key messages • Active learning strategies combined with authentic and flexible tasks and rich in feedback stimulate student’s interactions, inclusivity, and learning with potential for reducing attainment gaps. • Active and authentic education requires educators to work on how to properly implement these strategies.