Inquiry-based learning in community health education: Examining place-based, experiential learning in Aotearoa New Zealand

Objectives: This discussion paper examines a third-year undergraduate health course in Aotearoa New Zealand that employs inquiry-based learning to engage students through place-based investigation. Design: The course design facilitates progressive knowledge construction through three linked assessments as students research their local communities using observational techniques, including PhotoVoice and community assessment tools. Discussion: Rather than following a conventional content-delivery model, the curriculum centres student exploration within an authentic context, supporting the development of project management, research, and analytical skills. This pedagogical approach enables students to engage with the complexity of community health determinants while navigating the practical and ethical limitations of community-based learning within university structures. Conclusion: Analysis of the curriculum reveals both strengths and tensions of the approach, offering insights for health promotion educators seeking to implement experiential learning methodologies that connect theoretical knowledge with applied practice. The article concludes with recommendations for enhancing inquiry-based approaches in health promotion education that acknowledge cultural context and community strengths.