# Student experiences and perspectives on decolonising global health education: a qualitative study across five Nordic countries

## TL;DR

Nordic global health students highlight colonial legacies in education and suggest reforms to make curricula more inclusive and equitable.

## Contribution

The study provides student-informed strategies for decolonizing global health education in the Nordic context.

## Key findings

- Students identified gaps in curricula and pedagogy regarding decolonial perspectives.
- They emphasized the need for inclusive curricula and student agency in education.
- Structural reforms like curriculum diversification and faculty training are recommended.

## Abstract

Decolonisation has become a global health priority, addressing inequities rooted in colonial histories that continue to shape power dynamics and knowledge systems. Nordic global health programmes bring together students and faculty from diverse backgrounds in a region defined by inclusive ideals but shaped by underexamined colonial legacies. This context offers a valuable setting to examine how decolonial perspectives are integrated or overlooked in global health education.

To explore students’ perspectives on decolonisation in global health education, focusing on their understanding, experiences, and views on potential pedagogical change.

A qualitative study involving 72 students from Nordic countries and other world regions, enrolled in global health programmes at 11 academic institutions across five Nordic countries. Fourteen focus group discussions were conducted, and the data were analysed using qualitative content analysis principles.

Students shared nuanced understandings of systemic power imbalances in global health practice and education and expressed the need for structural changes. They identified gaps in curricula and pedagogy, including limited integration of decolonial perspectives and inequities in knowledge production. Students called for more inclusive and culturally relevant curricula that reflect diverse contexts. They emphasised student agency in shaping education while acknowledging barriers such as institutional biases and inconsistent faculty engagement.

Decolonising Nordic global health education is a long-term process requiring sustained institutional commitment. Student-informed strategies include embedding reflexivity into curricula, engaging with Nordic colonial histories, and designing reciprocal international learning arrangements. While context-specific, these findings may inform broader efforts to decolonise global health educational practices.

Nordic global health students perceive colonial legacies to persist in curricula, pedagogy, and institutional practices, undermining the equitable representation of diverse knowledge in their study programmes

This study reveals students’ experiences with and perspectives on decolonisation in Nordic global health education and offers concrete strategies to embed diverse knowledge systems and foster equity.

These insights call for structural reforms in global health education, including curriculum diversification, reciprocal partnerships, and enhanced faculty training to promote inclusive and decolonised global health practices and learning environments.