Lessons learned on teaching a global audience with massive open online courses (MOOCs) on health impacts of climate change: a commentary
Interpret findings within the scope of the source evidence.
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Summary
Reflects on experience with open online courses about the health impacts of climate change.
The summary describes the published study and the sources listed below.
Scientific notes: 2026-11-11 · Research connections: 12 November 2026Key findings
Key findings
Reports broad international reach and participation from low-resource countries, particularly for the Africa-focused French course. It does not establish measured long-term learning or health impact.
Study design & setting
Study design and methods
Population, setting or evidence base
Global general audiences, policy-makers and a Francophone African audience. Reflective educational commentary. Experience with three MOOCs reaching over 7,000 registrations.
Methods
Reflects on adapting face-to-face teaching into online courses, multilingual content, local ownership, participant support and course evaluation.
Limits to interpretation
Limitations
Participation is not proof of acquired skills or changed practice. Long-term effectiveness and content-maintenance strategies remained unresolved.
Research relevance
Research relevance
Grounds the network's experience in climate-health training and locally relevant learning.
People, places & projects
Research connections
Labels identify published coauthors, study settings, planned protocol settings and wider methods or network connections.
Coauthors with research profiles
Dr Sandra BarteitPublished coauthor↗
Prof Rainer SauerbornPublished coauthor↗
Dr Ali SiéPublished coauthor↗Sites & research settings
The publication’s population or review scope is described under Methods. No single CHEERS study site is assigned to this publication.
Projects & methods connections
Published sources & review scope
Sources
This page summarises the publication. Sources and editorial scope ↗