Research Information Management System

This qualitative case study examines undergraduate students' engagement with generative artificial intelligence (GenAI) in academic learning in an English-medium university setting. This study employs self-determination theory (SDT) as the primary interpretive framework, treating technology acceptance perceptions (e.g., usefulness and ease of use) as descriptive cues rather than explanatory constructs. Data from 23 semi-structured interviews were analyzed using reflexive thematic analysis, complemented by epistemic network analysis (ENA) to examine the structural relationships among themes in students' discourse, with automated coding validated against a manually coded subset. Students frequently described GenAI as supporting efficiency and conceptual understanding; however, their accounts revealed persistent tensions concerning creativity, trust, and academic integrity. The ENA results showed that these concerns were systematically interconnected: discussions of learning support consistently co-occurred with verification practices, reflecting a “trust-but-verify” repertoire through which students calibrated their reliance on AI while maintaining epistemic control. Beyond instrumental evaluations, students' narratives highlighted broader value- and norm-related considerations, including algorithmic bias, environmental sustainability, and the positioning of AI within human–teacher learning networks. Overall, the findings suggest that students' engagement with GenAI is best understood as a motivated and socially situated learning practice shaped by the negotiation of competence, autonomy, and relatedness. Pedagogically, the results support a shift from prohibition-oriented responses to transparent institutional guidance, autonomy- supportive scaffolding of verification practices and AI literacy, and process-oriented assessment designs that make students' reasoning visible. Learning analytics approaches, such as ENA, may further assist educators in examining how these practices become integrated into students’ learning processes.

Introduction: Climate change threatens human health by exacerbating existing health inequities, increasing climate-related illnesses, and disrupting healthcare systems. Preparing future physicians to address these challenges is essential for resilient healthcare systems. While climate health education in medical schools is gaining traction globally, its integration remains inconsistent, with limited consensus on core competencies. Methods: A systematic search of peer-reviewed and gray literature was conducted across databases including PubMed, ERIC, EMBASE, and CINAHL. Inclusion criteria required frameworks to address climate or planetary health in medical education and to reflect consensus-level guidance from national or regional bodies. Each framework was thematically assessed for competencies and domains. Results: 12 frameworks met inclusion criteria. Key competencies identified varied among the frameworks and included medical knowledge of climate change’s health impacts, skills in climate-informed clinical practice, advocacy for sustainable healthcare, and addressing health equity. Unique aspects of climate health, such as Indigenous knowledge and environmental justice, appeared in a few frameworks. While foundational knowledge was universally emphasized, domains such as health system sustainability and interprofessional skills were less consistently integrated. Conclusion: Our findings underscore the paucity of globally aligned, evidence-based competency frameworks, especially in the Global South, needed to equip future physicians with the skills to address the health impacts of climate change. Establishing standardized competencies will support consistent education and preparedness among future physicians worldwide. This review reveals a need for standardized frameworks to ensure comprehensive climate-health education across diverse medical education systems. Current frameworks demonstrate progress, yet gaps remain, especially in practical, action-oriented skills and specific competencies for vulnerable populations.