Connecting student attitudes and sustainability competencies in pharmaceutical science education

Abstract

Environmental and social sustainability is an increasingly significant factor for the pharmaceutical industry. Higher education programs need to equip future pharmaceutical professionals with the knowledge, skills and attitudes to effectively address sustainability problems and seize emerging opportunities. Sustainability competency (SC) frameworks may offer guidance for developing sustainability curricula, but there is little precedence for their integration into programs that do not specialise in sustainability or the environment. This study explores the application of SC frameworks for designing learning and assessment activities, and gauges student attitudes towards sustainability in a module of the Monash University Master of Pharmaceutical Science degree. A mixed methods approach involving a student attitude survey and a reflective assessment task was undertaken (11% response rate). Students discussed insights and experiences that mapped onto each of the systems thinking, problem-solving, strategic thinking, collaboration/interpersonal futures-thinking, and values thinking competencies. Of note, most students considered sustainability as being relevant for their future pharmaceutical science careers. The SC framework provided insight into student learning and gaps, as well as pedagogical design.