The internationalisation of higher education has undergone significant changes over the past decades. Initially, it involved ad hoc activities and initiatives, but it has now shifted toward integrating international dimensions into the curricula of local Higher Education Institutions (HEIs). This broader approach aims to enhance and improve programme delivery, i.e. teaching. Notably, the internationalisation of education equips graduates with competences to address societal challenges, moving beyond mobility and teaching in English. Sustainable Development Goal 4, target 7 (SDG4.7) highlights that all persons involved in education, including teaching staff, should align education with global citizenship, human rights, gender equality, cultural diversity, and the role of culture in sustainable development. In addition, the OECD encourages HEIs, including medical schools, to equip graduates with the necessary knowledge, skills and attitudes for a globalised world.

In alignment with sustainability agendas and the global efforts for the internationalisation of higher education, the World Federation for Medical Education (WFME) requires an accreditation process for international medical education institutions offering curricula in English. Currently, European medical schools in this category may not yet be eligible for WFME accreditation. Human anatomy course educators at these schools need to develop skills that will allow them to harness the potential of multicultural and multilingual learning environments to improve the quality of teaching and learning. Additionally, these educators must also align their efforts with key international frameworks, such as Objective 1.1 of the WHO’s Global Strategy on Human Resources for Health: Workforce 2030, the Professional Standards Framework, and SDG4: Quality education. This project recognises the linkage between SDG4.7 and the internationalisation of higher education as both emphasise quality education, making a meaningful contribution to society through global citizenship. To achieve these goals, the LEANbody project advocates for student-centred pedagogy, action-oriented learning, and transformative teaching.

Are anatomy educators adequately prepared to provide high quality teaching and learning that align with global educational standards and sustainability agendas? Are these educators formally trained to equip graduates with the necessary knowledge, skills, and attitudes for a globalised world? Are they aware of pedagogical approaches and principles such as student-centred learning, constructive alignment (CA), and intended learning outcomes (ILOs) among others? Do they apply these pedagogical principles to their practices? What are the potential gaps as perceived by educators at the institutional, departmental, and individual levels with regards to anatomy teaching?

In today’s multicultural and multilingual classrooms students should adopt a “glocal” approach, thinking globally while acting locally. Educators are expected to develop skills and competencies essential for navigating teaching and learning in these “glocal classrooms”. Glocal competencies are defined as the ability of educators to engage with students in ways that harness the potential benefits of linguistic, cultural, social, and other forms of diversity among students and between students and educators. This requires aligning teaching and learning methods and practices to global standards as internationalisation and SDG4.7. The internationalisation of higher education is defined as the “intentional process of integrating an international, intercultural, and/or global dimension into the purpose, functions, and delivery of post-secondary education. This aims to enhance the quality of education and research for all students and staff, and to make a meaningful contribution to society”. This definition connects with the SDGs, particularly SDG4.7, which defines quality educatio inclusive and equitable. It emphasises a lifelong learning perspective that considers all stakeholders, including teaching staff, as learners. The interconnections between the internationalisation of higher education and SDG4.7 is clear and provide us with useful frameworks that define quality education.

To involve integrating international, cultural and global dimension into the curriculum, while also incorporating the principles behind SDG4.7, among which human rights, gender equality, a culture of peace and non-violence, global citizenship, and an appreciation of cultural diversity. Such integration requires careful alignment which can be applied through the constructive alignment (CA) framework, an outcome-based framework to teaching that closely aligns intended learning outcomes (ILOs), Teaching and Learning Activities (TLAs), as well as assessment and feedback practices. ILOs are statements written from the students’ perspective, indicating the level of understanding and performance they are expected to achieve through engagement with the TLAs. ILOs define the TLAs students need to engage in, while assessment and feedback practices evaluate how effectively students perform these activities. The three pillars of CA should be clearly communicated to students before teaching begins. CA plays a crucial role in the teacherstudent relationship by clarifying both what students are expected to learn and how they will achieve it. Additionally, CA supports learning by guiding students in acquiring competencies aligned with their learning goals. By providing clear and objective feedback on performance, CA gives students confiden in their ability to assess their own progress accurately.