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This article shares how I’ve brought Education for Sustainable Development (ESD) into my anatomy teaching to help students think beyond the textbook. By weaving in real-world issues like health inequalities, environmental challenges, and disability inclusion, I aim to prepare future professionals to think critically and act responsibly. I talk about how I’ve used case studies and diverse teaching materials to spark discussions on topics like access to care, cultural diversity, and sustainability in medicine. The article also reflects on what’s worked, what’s been challenging, and how these ideas could be adapted by educators in other fields.
Dr Ofelia Meza-Escobar, University Teaching Associate
School of Biosciences
Context and Origins
Context and Origins
My journey into integrating Education for Sustainable Development (ESD) into anatomy education began during my doctoral research, where the guiding principles of ESD became central to my practice both as a researcher and an educator. ESD, as defined by UNESCO, is about “empowering learners to take informed decisions and responsible actions for environmental integrity, economic viability and a just society, for present and future generations, while respecting cultural diversity” (UNESCO, 2020). For me, this definition is more than theory: it is a practical framework to improve the way we teach, think, and prepare our students, especially within the natural sciences.
While anatomy teaching traditionally excels at conveying detailed subject-specific knowledge, it often overlooks broader ethical, social, and environmental questions that students, as future citizens, must confront. The disconnect between technical content and the real-world contexts in which it is applied can limit student engagement and reduce their readiness to engage in their future roles with empathy, sustainability, and social responsibility.
This insight prompted a shift in my approach: I began to explore how ESD principles—especially those around social justice, accountability, ethical reasoning, and environmental sustainability—could be meaningfully embedded in anatomy teaching. This case study outlines how that process unfolded, the pedagogical strategies I developed, and the responses from students. I hope that by sharing this journey, colleagues from across disciplines will find ideas they can apply in their own teaching contexts.
Identifying the gap: Anatomy as more than biology
Identifying the gap: Anatomy as more than biology
Historically, anatomy has often been taught through the lens of the "ideal" human form, which not only creates unrealistic clinical expectations but also perpetuates narrow and sometimes exclusionary notions of what bodies "should" look like (Brown and Finn, 2024). Moreover, anatomy education has typically been seen as “value-neutral”, concerned with structure, not society. However, healthcare and allied health professionals increasingly operate in complex environments where health inequalities, climate change, and cultural diversity must be navigated with care and insight.
Recognising this, I began asking: what does it mean to teach anatomy sustainably? And how can anatomy students develop the critical thinking needed to serve diverse communities in a changing world? These questions became the foundation for a revised teaching approach rooted in ESD.
Principles in Practice: how I embedded ESD into Anatomy teaching
1. Introducing Global Health Perspectives
During cardiovascular anatomy lessons, I incorporated data and discussion around the global burden of cardiovascular disease. We examined case studies that contrasted treatment access in low-income versus high-income regions, as well as disparities within the same country based on ethnicity, location, or socioeconomic status. Students were asked to explore questions such as: how does genetic background intersect with environmental and social factors in disease prevalence? How should medical professionals respond to resource constraints in healthcare delivery?
These discussions allowed students to see anatomy not just as a set of diagrams or systems, but as part of a living, complex reality shaped by inequality and systemic challenges. Importantly, it also encouraged them to consider their own ethical responsibilities as future professionals.
2. Embedding Environmental Awareness
When discussing respiratory anatomy, I introduced case studies exploring how air pollution, climate change, and occupational lung diseases disproportionately affect marginalised populations. We discussed the role that anatomical knowledge plays in shaping public health policies—such as clean air legislation—and how professionals can advocate for systemic change. This not only highlighted the environmental dimensions of anatomy but also prompted students to consider how sustainable practices could be applied in clinical and public health settings.
In musculoskeletal anatomy sessions, I facilitated conversations about the sustainability of prosthetic materials and the availability of rehabilitative services. These explorations often led to rich, interdisciplinary dialogue around innovation, equity, and healthcare accessibility.
3. Cultural Diversity and Critical Disability Theory
I found that one of the most impactful changes was the integration of critical disability theory into the anatomy curriculum. Inspired by the work of Ellis et al. (2018), I sought to challenge the ableist assumptions built into traditional anatomical teaching—particularly the persistent dichotomy of “normal” versus “pathological.” To counter this, I ensured that my teaching materials included diverse representations of the human body across ability, age, body size, gender, and skin tone.
Students responded positively. One particularly memorable piece of feedback came from a student who reflected on how weight bias in medical education had distorted their expectations of clinical practice. Seeing a more representative array of bodies in course materials helped them unlearn prejudices and appreciate the complexity of real-world anatomy.
Students appreciated how the sessions connected anatomy to broader issues, including the ethical implications of prosthetics in under-resourced health systems and the design of assistive technologies informed by neuroanatomical knowledge. These links encouraged more critical thinking, as students began to see themselves not just as learners of knowledge but as future changemakers in healthcare.
Overcoming Challenges and Lessons Learned
Initially, integrating ESD principles into anatomy teaching was met with some uncertainty from both students and colleagues. Some students were unsure why “non-anatomical” topics were being included. Others struggled with the shift from memorisation to critical discussion. However, by clearly framing ESD as an essential part of their professional preparation and by integrating it gradually into existing case-based learning formats, I was able to bridge the gap.
For colleagues considering similar changes, I recommend starting small: incorporate just one ESD-aligned question into a discussion, or redesign a single case study to include a social, environmental, or ethical dimension. Over time, these small interventions can build toward a much deeper transformation.
Feedback was instrumental throughout. I regularly use student comments to refine materials and ensure that content remains relevant and impactful. One key realisation was that ESD must feel authentic: it cannot be seen as “tacked on.” It must be woven into the very fabric of what and how we teach.
Impact and Future Directions
Embedding ESD principles into anatomy teaching has transformed my teaching practice. It has helped students connect deeply with the subject, better preparing them for the moral and practical realities of their future roles. Many have told me that they feel more empowered to think critically about their roles in tackling inequality and promoting sustainable healthcare systems.
Moving forward, I aim to collaborate with colleagues in medical ethics and environmental sciences to co-develop interdisciplinary seminars. I also aim to continue my own research exploring how health inequalities manifest across generations, a topic that sits at the intersection of social sustainability, genetics, and anatomical development.
While my examples are rooted in anatomy, the underlying principles are transferable across disciplines. Whether you're teaching chemistry, sociology, engineering, or law, the ESD framework offers a way to enrich learning by connecting subject matter to the real-world challenges students will face. It encourages active learning, ethical reflection, and global awareness, skills that all graduates (and human beings!) need.
Embedding ESD into teaching is not about adding extra content—it’s about rethinking the purpose of education. In my case, that meant turning anatomy from a purely descriptive science into a reflective, socially aware, and sustainability-oriented practice. For you, it may mean something different. But I encourage you to ask: How can I use my subject to help students shape a more just and sustainable world?
Supporting materials
Supporting materials
References
Brown, M.E.L. and Finn, G.M. (2024) ‘The anatomy of diversity: Applying critical disability theory to anatomy education’, Anatomical Sciences Education, 17(6), pp. 1157–1163.
Ellis, K., Garland-Thomson, R., Kent, M., Robertson R. (2018) Manifestos for the future of critical disability studies, Volume 1. New York: Routledge.
UNESCO (2020) Education for sustainable development: a roadmap. Paris, France: UNESCO.
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