From student to professional: How self-directed learning shapes future global public health leaders
Self-directed learning is a key component of the master's programmes at the Department of Global Public Health. During this year's Welcome Day, second-year students reflected on how taking greater ownership of their learning has contributed to both their academic development and professional growth.
Success in a master's programme is about more than acquiring knowledge. It also involves developing the skills and mindset needed for lifelong learning and professional practice.
At this year's Welcome Day at the Department of Global Public Health, new master's students were introduced to the concept of self-directed learning through a presentation by Jennifer Valcke from the Unit for Teaching and Learning. The session explored how self-directed learning can help students develop key professional competencies such as critical thinking, responsibility, adaptability and collaboration.
The theme was brought to life during an interprogramme case challenge, where new students worked together to analyse the health effects of climate change by creating a problem tree. They were guided through the process by second-year student facilitators who had completed the same challenge just one year earlier.
After the event, the facilitators reflected on how their understanding of self-directed learning had evolved during their studies and how it had contributed to their learning progression and professional development.
Taking ownership of learning
When discussing self-directed learning, the facilitators highlighted concepts such as autonomy, independence, ownership and responsibility. Initially, several had associated self-directed learning with working independently and finding their own path through the programme.
Over time, however, they developed a broader understanding and self-directed learning became less about studying alone and more about actively managing their own learning process. This meant identifying resources beyond the course material, engaging in discussions with peers and seeking support from teachers when needed.
A recurring theme in the discussion was the shift in how they as students approached learning. Many described arriving on the programme believing that success meant absorbing as much information as possible and finding the "right" answer. As their studies progressed , they came to understand that learning in global public health often involves navigating complexity, evaluating evidence and justifying different perspectives. This approach helped them move beyond simply acquiring knowledge towards questioning, analysing and applying what they had learned in new contexts, while also considering how it might be applied in their future research or professional work.
”For me, self-directed learning means learning beyond the classroom. It is not only about finding more information about what I learned in class, but also about thinking critically about it and connecting it to my own interests.”
Supporting the next cohort
Returning to the Welcome Day as facilitators gave the second-year students a new perspective on their own development. Instead of providing answers, they focused on helping new students explore ideas, work through uncertainty and learn from one another.
This experience highlighted how much their confidence had grown during the programme. They reflected on how self-directed learning had helped them develop competencies that are valuable beyond the classroom, including critical thinking, problem-solving, communication, collaboration, leadership and the ability to work in interdisciplinary teams.
“I think this way of learning will be particularly important after graduation, because professional learning does not stop when the courses and exams are finished.”
Looking ahead
The reflections from this year's Welcome Day illustrate how self-directed learning supports students' progression from learners to professionals. By developing independence, confidence and the ability to navigate complexity, students are building skills that will continue to be important throughout their careers in global public health.
As one of the facilitators noted, professional learning does not end with graduation. Self-directed learning provides a foundation for continued growth, reflection and adaptation in an ever-changing world.