Authentic assessment meets sustainable development: Bringing meaning to undergraduate Physiology education

Sustainable development is a growing global concern, but university students in scientific fields such as Physiology struggle to see its direct relevance to their studies. This research explores how an authentic assessment can integrate the United Nations (UN) sustainable development goals (SDGs) into Physiology education. Students were tasked to design and present a group poster on the connections between an SDG and Physiology. Through a mixed-methods approach utilizing questionnaires, pre- and post-assignment data were collected and the students' perceptions of the links and learning opportunities explored. Students reported a shift in how they perceived the intersection between Physiology and societal issues, with many expressing a newfound passion for sustainability. Awareness and understanding of the SDGs increased significantly (19% and 36%, respectively). Students made connections between Physiology and goals such as No Poverty (SDG1), Quality Education (SDG4), Gender Equality (SDG5), and Climate Action (SDG13). Thirteen of the 17 SDGs were rated as significantly more relevant to Physiology after the assignment, among these, several less obviously related goals like Affordable and Clean Energy (SDG7), Sustainable Cities and Communities (SDG11), Responsible Consumption and Production (SDG12), and Partnership for the Goals (SDG17). The remaining four (SDGs 2, 3, 6 and 15) had high initial relevance ratings, which did not significantly change, serving as an internal control supporting the validity of the observed increases for other goals. Responses to open questions suggested that the students' experience of the assessment was rich in context and meaning, making Physiology more than 'just being a uni topic'.