| Summary: | The past decade has seen a rapidly changing landscape in priority areas for public health globally and, as such, across the teaching and learning curriculum for tertiary education in health sciences. The nature of some of these changes has led to pedagogical challenges in higher education that require transformative, interactive, and virtual modes of delivery and knowledge facilitation not previously seen. The COVID-19 pandemic, climate change, increasing health disparities, and a shift to a focus on noncommunicable diseases has merged with the changing nature of social, cultural, and technological preferences of the generations living through such times to see an increasing need in more viable teaching solutions for these “wicked problems.” This article outlines key innovations empirically demonstrated to meet these challenges through nuanced responses to increasingly disrupted approaches to linear delivery of content and a shift toward bite-sized, interactive, reflexive modes of achieving learning objectives. © 2024 APJPH.
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