Action Learning Research Articles

Education for sustainability and physical education: a systematic scoping review

ABSTRACT Education for sustainability (EfS) in the school context is recognized scientifically and politically as fundamental for training citizens who are capable of transforming future society. Physical education (PE) represents a singular way to complement cognitive approaches by drawing on the bodily dimension and learning in action as well as affective and sensory aspects. Furthermore, relevant research could lead to the qualitative implementation of EfS in PE. Thus, the aim of this systematic scoping review was to summarize the results of related research into the implementation of EfS in PE and to identify avenues for future studies aimed at establishing EfS sequences within PE. A 5-step methodological framework, incorporating the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology, was used to carry out this scoping review, in which 30 studies were considered. The results showed that the research was current, was performed mainly in Europe, and frequently referred to the institutional framework of the Sustainable Development Goals. Additionally, the results highlighted that PE programs make few explicit references to the concept of sustainability or EfS; furthermore, PE teachers, while they may be inclined to implement EfS in PE, lack control of the concepts and training. Finally, the EfS learning sequences in PE have limitations regarding the definition and characteristics of effective EfS, particularly a lack of pluralism and holism. Recommendations for future research and for practical implementation were made, particularly with respect to PE teacher training, PE programs and EfS learning sequences in PE.

Becoming activists: how young athletes use visual tools for civic action and meaning-making within participatory research

How can participatory research, combined with visual methods, enable young people to grow as engaged citizens in their communities? This article introduces an innovative methodological design that draws on a Youth Participatory Action Research (YPAR) approach with 33 young athletes aged 11 to 16 from two different educational settings. Based on both observation notes from the community profiling process and visual materials produced by the young people throughout that process, we analyze how they become activists, taking sports as the ground for mobilization and intervention in their communities. Specifically, we examine the visual activist strategies and the visual meaning-making representations that resulted from young people’s engagement in participatory research. Novel findings include the realization that young people with no previous experience in activism strongly prefer visual and performative formats of participation, often in connection with digital and online arenas. Additionally, data analyses reveal that participants particularly value collective moments of learning, negotiation, and preparation of activist actions. This article highlights the increasing prevalence of visual-oriented modes of civic engagement and the potential of participatory methodologies in fostering critical awareness, meaningful decision-making, and a sense of agency among young people.

Direct Pathway Neurons in the Mouse Ventral Striatum Are Active During Goal-Directed Action but Not Reward Consumption During Operant Conditioning

Background/Objectives: Learning is classically modeled to consist of an acquisition period followed by a mastery period when the skill no longer requires conscious control and becomes automatic. Dopamine neurons projecting to the ventral striatum (VS) produce a teaching signal that shifts from responding to rewarding or aversive events to anticipating cues, thus facilitating learning. However, the role of the dopamine-receptive neurons in the ventral striatum, particularly in encoding decision-making processes, remains less understood. Methods: Here, we introduce an operant conditioning paradigm using open-source microcontrollers to train mice in three sequential learning phases. Phase I employs classical conditioning, associating a 5 s sound cue (CS) with a sucrose–water reward. In Phase II, the CS is replaced by a lever press as the requirement for reward delivery, marking an operant conditioning stage. Phase III combines these elements, requiring mice to press the lever during the CS to obtain the reward. We recorded calcium signals from direct pathway spiny projection neurons (dSPNs) in the VS throughout the three phases of training. Results: We find that dSPNs are specifically engaged when the mouse makes a decision to perform a reward-seeking action in response to a CS but are largely inactive during actions taken outside the CS. Conclusions: These findings suggest that direct pathway neurons in the VS contribute to decision-making in learned action–outcome associations, indicating a specialized role in initiating operant behaviors.

Understanding and addressing gender-based violence in Eswatini

The high prevalence of gender-based violence (GBV) in the kingdom of Eswatini is quiet saddening. Women and girl children become victims of GBV to the extent of losing their lives. Therefore, this article sought to find the causes of GBV, collaborative majors and guidelines to help reduce GBV. The paper employed a qualitative research design underpinned by a transformative paradigm as a framework for promoting preventive action toward social justice for marginalized populations. Participatory Action Learning Action Research (PALAR) was employed. A purposeful sample of traditional leaders, religious leaders, law enforcers, NGOs and public were selected. Data was obtained through individual interviews, focus group interviews and analyzed using the thematic analysis approach. Findings obtained revealed various causes of GBV: unequal power relations, socio-economic factors, weak legal and support systems. Study recommends that government in collaboration with stakeholders must establish educational programs and guidelines to fight GBV, improve psycho-social support, strengthen recreational systems, implement programs that focus on poverty alleviation and economic empowerment, decolonization of patriarchal cultural practices and develop awareness programs about issues faced by GBV survivors. Sexual offences domestic violence act (SODV) must be enforced by the law.

Assessing the effectiveness of feature film and television series in university teaching through evaluation quadrangulation and action learning

ABSTRACT Multimedia technologies such as feature films and television series (FF/TV) are increasingly used by university lecturers to stay relevant in contemporary media-saturated society. However, institutional guidance on how to evaluate the teaching effectiveness and thus optimise the pedagogical integration of these materials is scarce: most institutional Student Evaluation of Teaching (SET) questionnaires do not directly cover multimedia use in the classroom. Lecturers therefore have been self-reliant in implementing a range of different evaluation practices to assess pedagogies with FF/TV. Using the four-quadrant model of evaluation and action learning, this study examines the advantages and shortcomings of various evaluation practices (e.g., SET questionnaires, observation, peer review) used by lecturers across disciplines who use FF/TV in their teaching. The study identified objectives and areas of evaluation that are specific to the context of teaching with FF/TV to guide the development of new SET questions and the integration of various TE practices into the full teaching cycle.

Making Teaching and Learning a Collaborative Process by Adopting Research Informed Teaching on Executive Education Programmes

In a current, fast changing digital environment, the fact how fast business market is changing and how society’s perceptions evolve to become more inclusive and diverse in terms of viewpoint, and overall workforce composition is a strong indication that the education system also requires a change. To remain relevant, business and management education must reflect the realities that influence its subject matter, while at the same time addressing societal needs and expectations. Especially on the Executive Education (EE) programmes, which are driven by changes in technology, the marketplace, and the demand of individual organisation for organisation change, business schools are expected to do more than simply disseminate knowledge. Having learners or clients who are coming from a diverse range of background, who are bringing a variety of learning styles, abilities, and rich learning experience is a challenge to satisfy all stakeholders. Thus, in those programmes where we are trying to bring academic rigour and real-world experience to scale up businesses and help them growth, some innovative and inclusive ways of teaching, learning and assessment are very important to ensure learners’ personal and professional development and to demonstrate a real-world impact for those involved. This article presents a reflective analysis of introduced innovative learning, teaching, and assessment methods for one of EE programmes in one of the UK’s higher education institutions. The innovative methods employed in this course were to address the above-mentioned challenge, to demonstrate a real-world impact for those involved, in addition to ensuring learners’ personal and professional development by making teaching and learning a collaborative process. This was achieved by incorporating an active and action learning strategies in flipped classroom settings. More specifically this was achieved by introducing all elements (research led/tutored teaching, research oriented or research based) of research informed teaching, which focused on real-life problems that client companies are or were facing instead of traditional case study approach. Effectiveness of this approach was acknowledged by both colleagues, who were involved in teaching and supervisory activities and learners. Colleagues reported that learners seemed to be more enthusiastic and attentive in classes after introducing this practice. On the other hand, learners indicated that having an opportunity to work with or supervised by research active staff encourage them to conduct their own research with high quality manner. In addition, it has been observed that this practice also worked well in supervisor-learner engagement and engagement with the material especially in the flipped classroom settings. Effectiveness of the introduced methods and recommendations are based on learners’ feedback and the secondary data that demonstrates the impact for the client organisation. As this study was taken purely for the pedagogical reasons and is not conceived as pure research, at this stage study didn’t go through the ethics approval, which is an acknowledged limitation of this study, however there is an intention for farther developing this limitation to strengthen the research findings and recommendations.

Improving the articulation of skills towards proving “value for money”

PurposeEnsuring value for money is becoming more of a priority for UK university degrees. The aim of the action research project was to add value by improving skill acquisition and articulation amongst Chartered Management Degree Apprentices through a problem-based learning module called Self-Managed Learning.Design/methodology/approachIntentional weekly interventions to develop skill acquisition, development and articulation were implemented over 10 weeks. A focus group at the end of the 10 weeks to reflect upon the interventions would then reveal through a thematic analysis whether there was indeed added value.FindingsThe action research intervention to improve and enhance how apprentices construe and construct what they experience and then learn to articulate that accurately was well received. Key outcomes included increased awareness of and enhanced use of reflection, merging work and university and increased self-efficacy and skill development awareness.Practical implicationsThis research underscores the significant impact of enhanced stakeholder engagement on educational delivery and skill development. The study illustrates how the involvement of all parties, from apprentices to educators and employers, within the learning process can aid the development of intentional skill and professional development when work-based learning is effectively integrated within the educational curriculum.Originality/valueThe action learning intervention was an educational improvement enhancing personal development, social mobility and an opportunity for individuals to pursue knowledge for their own sake.

Learning stimulus for disengaged learners: Roles of outside participation

Background Learning contributes to adaptive performance needed in today’s business. A key challenge is workplace disengagement which can lead quiet quitting. Past studies indicate the compatibility when examining critical issues of learning in either a workplace or a classroom. Objective The case study examines the impacts on disengaged learners by outside participation. The business community’s participation focuses on providing continuous direct feedback and creating expectation (or subjective norms) at one upper secondary school where the feeling of disengagement has been prevalent. Methods The study’s construct adapts Theory of Planned Behavior and the Double-loop Learning Concept. The survey is completed by 171 current (Grade 12) and former students who have had two-year interactions with the business community from a group of 200 students. Statistical analysis is applied to examine the impacts on learning intention and behavior. Results The findings show the positive influence from direct feedback and subjective norms on intention to learn and attitude of disengaged learners which result in positive learning actions and behavior. Conclusions Dealing with disengagement should recognize consistency and continuity of feedback when involving outside participants. Feedback design to challenge the learners’ mindset and importance of subjective norm and informal learning are part of this consideration.

Lifted action models learning from partial traces

For applying symbolic planning, there is the necessity of providing the specification of a symbolic action model, which is usually manually specified by a domain expert. However, such an encoding may be faulty due to either human errors or lack of domain knowledge. Therefore, learning the symbolic action model in an automated way has been widely adopted as an alternative to its manual specification. In this paper, we focus on the problem of learning action models offline, from an input set of partially observable plan traces. In particular, we propose an approach to: (i) augment the observability of a given plan trace by applying predefined logical rules; (ii) learn the preconditions and effects of each action in a plan trace from partial observations before and after the action execution. We formally prove that our approach learns action models with fundamental theoretical properties, not provided by other methods. We experimentally show that our approach outperforms a state-of-the-art method on a large set of existing benchmark domains. Furthermore, we compare the effectiveness of the learned action models for solving planning problems and show that the action models learned by our approach are much more effective w.r.t. a state-of-the-art method.1

Strengthening international mutual learning in food and nutritional security: the role of Brazil’s G20 presidency

The Global Alliance against hunger and poverty launched by Brazil’s Group of Twenty (G20) Presidency builds on a long history of G20 efforts to address global food and nutritional insecurity. However, unlike previous initiatives, which focused primarily on the G20’s contribution to addressing hunger in low-income countries, the Global Alliance has the potential to innovate significantly, strengthening mutual learning for domestic policy action within G20 countries, while enhancing North-South, South-South (SSC) and Trilateral Development Cooperation (TDC). Hunger and poverty are not limited to lower-income countries. Severe food insecurity increased in every region in 2021, including in high-income areas and across all G20 countries. With reference to the experience of the United Kingdom, we argue that given the universal framing of the Sustainable Development Goals, the fact that the world is currently off track to achieve the goal of Zero Hunger should encourage G20 countries to support multilateral action at the global level while intensifying policy learning to support their own domestic efforts to tackle these challenges. In recent decades, TDC and SSC enabled many Global South countries including Brazil to engage in knowledge-sharing around effective policies to tackle hunger and poverty. We draw on two examples that build on Brazil’s experience with strong civil society and academia engagement; and propose a strategy for enhancing TDC’s potential to foster mutual learning on hunger and poverty reduction among G20 countries, as well as action by G20 members to support other countries and strengthen United Nations (UN) led multilateral efforts. We also discuss risks and opportunities for the Alliance to support scaling up local and national innovations to address entrenched and intersecting inequalities.

An Economically Sustainable Glass Recycling Business Model in Puerto Rico: A Conceptual Solution for Regions Without Government Recycling Programs

In Puerto Rico, less than 5% of glass waste is recycled annually compared to a US national average of 25%. In regions like Puerto Rico, where government glass recycling programs are absent, glass presents a challenging waste stream to profitably recycle due to high transportation costs and low market prices, with few scalable models identified in the literature. This study emerged from a multi-year shared action learning partnership between Worcester Polytechnic Institute’s Puerto Rico Project Center and the Corporación del Proyecto ENLACE, a community development NGO serving the Caño Martín Peña communities in San Juan, Puerto Rico. Based on online research and interviews with 16 key stakeholders, we describe an economically sustainable glass recycling business model designed for the Caño Martín Peña communities that offers broader applicability for similar contexts. The business model achieves three goals: (1) it offers a free and convenient glass-collection service for the Caño Martín Peña communities; (2) it generates local employment opportunities in a low-income region; and (3) it operates in an economically sustainable manner. The viability of the glass-recycling business model is premised on strategic partnerships with government agencies, recycling companies, glass-sand markets, and local businesses.

A combinatorial neural code for long-term motor memory.

Motor skill repertoire can be stably retained over long periods, but the neural mechanism that underlies stable memory storage remains poorly understood1-8. Moreover, it is unknown how existing motor memories are maintained as new motor skills are continuously acquired. Here we tracked neural representation of learned actions throughout a significant portion of the lifespan of a mouse and show that learned actions are stably retained in combination with context, which protects existing memories from erasure during new motor learning. We established a continual learning paradigm in which mice learned to perform directional licking in different task contexts while we tracked motor cortex activity for up to six months using two-photon imaging. Within the same task context, activity driving directional licking was stable over time with little representational drift. When learning new task contexts, new preparatory activity emerged to drive the same licking actions. Learning created parallel new motor memories instead of modifying existing representations. Re-learning to make the same actions in the previous task context re-activated the previous preparatory activity, even months later. Continual learning of new task contexts kept creating new preparatory activity patterns. Context-specific memories, as we observed in the motor system, may provide a solution for stable memory storage throughout continual learning.

Do Beliefs About Intelligence Drive Engagement in Online Learning?

This study investigates the relationship between students’ beliefs about intelligence (fixed vs. growth mindset) and their engagement and behaviour in an online learning platform. The data was collected from 28 students enrolled in COMP90082 – Software Project subject at The University of Melbourne. Students’ beliefs about intelligence were measured through a survey administered during the first week, while their online learning behaviours were captured through clickstream data from the learning management system. The study adopted a two-fold approach: first, students’ learning strategies were identified through cluster analysis of their online session duration. By examining over 41,000 learning actions —such as accessing course materials, participating in discussions, and completing assignments— three distinct learning strategies emerged: “light”, “light-intensive”, and “intensive.” Subsequently, the relationship between these learning strategies and students’ beliefs about intelligence was examined using data visualisation techniques, chi-square tests, and logistic regression models. The findings revealed that students with a growth mindset were more likely to adopt intensive and engaged learning approaches within the online platform. Conversely, those with a fixed mindset tended to exhibit lower engagement levels and less intensive learning strategies. The study may contribute to the growing literature on the psychology of online learning and highlight the potential for tailoring instructional interventions and platform design to foster a growth mindset, thereby enhancing student engagement and academic success in digital learning environments.

How action learning broke down silos, built referent power, and created sustainable capability building

This paper presents a case study of how technology support moved from being a just in time (JIT) help service to developing capability and capacity building through a process of building digital self-efficacy (DSE). By active membership of the UNSW Online Learning and Innovation Community of Practice (OLI CoP) a process of action learning cycles was undertaken in partnership to focus on pedagogy ahead of technology. By doing so, a scalable change process was initiated that brings the coalition of the willing into being core university influencers. As a result, the academics see technology become embedded into their pedagogical practice rather than a tool alone. This case provides insights from the key learnings which have, in turn, enabled a new model of technology support delivery. This model has also provided career growth opportunities for both academics and the educational technology services (ETS) team, while also supporting student learning.

Exploring the Predictors of Successful Learning Action Cell Practices of Special Education Teachers

Learning Action Cells (LACs) have emerged as a powerful tool for fostering professional development among educators. By creating collaborative learning communities, LACs empower teachers to share knowledge, reflect on practice, and implement innovative strategies. This study aimed to explore the factors influencing the effective implementation of LACs among Elementary Special Education (SPED) teachers in Davao City. Specifically, the study investigated the extent of LAC session practices and the level of self-efficacy of SPED teachers. A regression analysis was employed to examine the relationship between these variables. The findings revealed a significant positive correlation between LAC session practices and teachers' self-efficacy. SPED teachers demonstrated strong performance in various aspects of LAC implementation, including contextualization, process adherence, and content delivery. Similarly, they exhibited high levels of self-efficacy in classroom management, student engagement, instructional practices, and commitment. These results underscore the effectiveness of LACs in enhancing the professional capabilities of SPED teachers and ultimately improving student outcomes. The study recommends the continued implementation of LACs, with a focus on integrating 21st-century skills and assigning specific roles to team members to maximize their expertise. Future research could explore the long-term impact of LACs on teacher retention, student achievement, and overall school improvement.

A unified framework for unsupervised action learning via global-to-local motion transformer

Human action recognition remains challenging due to the inherent complexity arising from the combination of diverse granularity of semantics, ranging from the local motion of body joints to high-level relationships across multiple people. To learn this multi-level characteristic of human action in an unsupervised manner, we propose a novel pretraining strategy along with a transformer-based model architecture named GL-Transformer++. Prior methods in unsupervised action recognition or unsupervised group activity recognition (GAR) have shown limitations, often focusing solely on capturing a partial scope of the action, such as the local movements of each individual or the broader context of the overall motion. To tackle this problem, we introduce a novel pretraining strategy named multi-interval pose displacement prediction (MPDP) that enables the model to learn the diverse extents of the action. In the architectural aspect, we incorporate the global and local attention (GLA) mechanism within the transformer blocks to learn local dynamics between joints, global context of each individual, as well as high-level interpersonal relationships in both spatial and temporal manner. In fact, the proposed method is a unified approach that demonstrates efficacy in both action recognition and GAR. Particularly, our method presents a new and strong baseline, surpassing the current SOTA GAR method by significant margins: 29.6% in Volleyball and 60.3% and 59.9% on the xsub and xset settings of the Mutual NTU dataset, respectively.

Deep reinforcement learning-based multi-objective optimization for electricity–gas–heat integrated energy systems

With the increasing global attention on energy efficiency and carbon emissions, the optimization of integrated energy systems (IES) has become the key to improve energy efficiency and reduce pollution emissions. However, most of the existing optimization methods cannot effectively deal with the complexity of high dimensional continuous action space. Therefore, this paper focuses on a novel multi-objective optimization strategy for the electricity–gas–heat integrated energy systems (EGH-IES). Firstly, considering the absorption capacity of wind power and the emission of pollutant gases, a multi-objective optimization model is constructed based on the mechanism model and operation constraints of each device in EGH-IES, in which the integrated operation cost and the environmental factors are taken as optimization objectives. Then, the multi-objective optimization problem is designed as the optimal strategy of interaction learning between agent and environment in reinforcement learning, and the output power of the devices constitutes the action of reinforcement learning. Additionally, the Ornstein–Uhlenbeck process is introduced to enhance the training efficiency and exploration performance of the agent, and the deep deterministic policy gradients (DDPG) algorithm is employed to optimize the action, thus the output power of the appliances could be obtained. Finally, the simulation results show that compared with deep Q network (DQN) method and proximal policy optimization (PPO) method, the reward function value of the proposed method increases by 2.43% and 6.09%, respectively, which represents a reduction in economic cost and pollutant emissions. These verify the effectiveness and superiority of the proposed multi-objective optimization scheme in cost reduction and benefit improvement for the EGH-IES.

9.X.2. Activating the ASPHER-WHO Public Health Core Curriculum: Interprofessional Skills

Abstract The updated ASPHER-WHO Public Health Core Curriculum builds on ASPHER’s previous work on Competencies for Public Health Professionals (2006-2020), reflects the changing needs of our population and planet and public health professionals. The key objectives of this workshop are to: - Share the updated ASPHER core curriculum for public health; - Illustrate examples of public health challenges that young professionals have championed for inclusion; - Share the Faculty of Public Health (UK)’s work on Fair training as a case study on operationalising public health leadership on equality, diversity and inclusion and demonstrating the core competencies in action. A curricular content survey of member schools and programmes yielded responses from 60 schools, with > 500 submissions of detailed. subject curricula. These have been compiled into 36 Subject Areas in four Domains, namely: (1) Core Subject Areas in Public Health: (2) Subject-specific Areas in Public Health;(3) Core Cross-curricular Subject Areas; and (4) Core Interdisciplinary Professional Skills in PH. The development process was guided and grounded by the expertise and passion of young public health professionals. They are helping us make the core curriculum fit for purpose for the near future and provide them with the skills required to be a competent member of a supportive public health team in an ever changing world. This Workshop will profile selected Subject Areas from each Domain using real life challenges facing WHO European Region to show how the core curriculum integrates research, theory and practice to help build those essential interdisciplinary skills. The examples will focus on Economics in Public Health (Domain 1); Public Health and Criminal Justice; (Domain 2); Health Literacy and Infodemiology, Mental Health and Wellbeing (Domain 3); and Integrative Learning in Action; Communication Skills; Advocacy, Negotiation; Collaborations and Partnerships; and Leadership, Management and Implementation Science (Domain 4). Discussions for each of the Subject Areas will be led by an expert in the area. We will also illustrate an example of these competencies in action, how they are helping shine a light on the challenges we face in creating that supportive team and environment and how the potential for collaboration helps us to capitalise on the expertise available in some schools and programmes for the benefit of all. Key messages • Learning interdisciplinary skills are essential for effective public health analysis, advocacy and action. • Collaboration across countries, schools, professions and generations can create transformational change. Speakers/Panelists Mary Codd University College Dublin, Dublin, Ireland Karl F Conyard University College Dublin, Dublin, Ireland Jenny Houston University of Edinburgh, Edinburgh, UK Samia Latif Faculty of Public Health, London, UK Olalekan Popoola ASPHER, UCD, Dublin, Ireland

7.X.2. Planetary Health: metaphorical visualizations of transdisciplinary working in practice

Abstract Across public health and healthcare practices, we signal low awareness and little urgency for Planetary Health among health professionals as well as lacking or lagging implementation of planned policies. Planetary health requires a ‘just do it’ mentality with a transdisciplinary and reflection-in-action approach. There is a need for a bottom up movement, but HOW to get started and HOW to persevere against all odds? This 25 minute pecha kaucha session is aimed at facilitating transdisciplinary learning for planetary health action. We will start with a brief introduction to the concept of Planetary Health, followed by two short presentations on two metaphorical work processes underlying the startup of a flowering community garden and the preparations for a delicious Italian lasagna. The second half of the session is dedicated to a creative exercise with the audience, generating multiple metaphors in small groups using picture cards, paper drawings. We finalize this session by collaboratively building a visualised sea with transdisciplinary waves of metaphorical innovations that, instead of litter and pollution, make our beaches and shores stronger foundations protective of our planetary life. Key messages • Planetary health requires a ‘just do it’ mentality with a transdisciplinary reflection-in-action approach. • Metaphorical reasoning visualizes social reality and boosts Planetary health mentality, community spirit and transdisciplinary action.

Capturing the health and well-being impact of climate change: a health impact assessment in Wales

Abstract Climate change is one of the biggest threats to global health in the 21st century and is likely to impact on health through a range of factors (societal, economic or environmental). The need to take action on climate and nature emergencies in order to protect population health and well-being and prevent negative impacts are becoming more urgent. Public Health Wales carried out a comprehensive mixed-method Health Impact Assessment (HIA) of climate change in Wales. HIA is a systematic process which considers the impact of a policy on the health and well-being of a population. It appraised the potential impacts of climate change on health and inequalities in Wales. This involved participatory workshops, engagement with stakeholders, statistical data, systematic literature reviews and case studies. The HIA findings indicate significant potential impacts across the determinants of health and mental well-being. For example, air quality, flooding, economic productivity, working conditions, access to services and community resilience. Impacts were identified across population groups, settings, and areas including urban and rural contexts, outdoor workers, children and young people, older people, schools, hospitals and workplaces. These findings have been beneficial to inform decision-makers to prepare for climate change plans and policies using a preventative evidence-informed approach. The work has demonstrated the value of HIA for significant, complex policies by mobilising a range of evidence through a transparent process, resulting in government and organizational action and transferrable learning for others. Key messages • HIA is a beneficial tool to identify at a granular level the health impacts of climate change. • The HIA has been used by the government of Wales and organisations to respond to and plan for climate change.