Crossing borders, building futures: a transnational journey in global health education

In a recent conversation with Dr. Jyothi Thrivikraman, Assistant Professor at Leiden University College (LUC) The Hague (Faculty of Governance and Global Affairs, Leiden University), we explored her transformative VIS project. With her background in Global Public Health, Dr. Thrivikraman teaches within the Global Health, Innovation, and Society major. Her recent VIS project reflects a strong commitment to inclusive, transnational education in a rapidly changing world.

“At LUC, we focus on global challenges. One of those is equitable access to education,” Dr. Thrivikraman shared.

A shift in collaboration and purpose

The project was initially planned with a colleague from Georgia Gwinnett College in the U.S, However, due to unforeseen circumstances, Dr. Thrivikraman had to seek out new partners. Through her network, she was able to involve 15 students from Myanmar and 10 from Gaza, alongside 22 students from Leiden University. In Myanmar, she collaborated with the Virtual Federal University and in Gaza, with OxPal. Students from these regions face significant barriers to education due to the ongoing conflict and political instability.

This last-minute switch did not diminish the project’s impact—in fact, it made it more meaningful. “Access to education is a global challenge,” Dr. Thrivikraman explained. “In Myanmar, a military coup has disrupted higher education. In Gaza, over 15 months of war have devastated universities. This course gave those students a chance to continue learning and working towards educational goals.”

The project’s main focus was on global health, emphasizing how social, economic, political and environmental factors impact health outcomes.

Structure and activities

The project was structured as an 8-week course at LUC, where students from all locations participated in theoretical lectures, individual reflections and group-based assignments. The first session of each week was dedicated to understanding key concepts.  The second session of the week was connecting on these topics across locations and working on literature reviews and final projects. Students were divided into groups, each tasked with investigating specific topics related to social determinants of health, such as maternal education, green space, and food aid in conflict zones. They conducted interviews with local communities and using storytelling as a key method to share their findings.

Teaching and support

Throughout the project, Dr. Thrivikraman played a multifaceted role in teaching and supporting students. In addition to delivering course content, she provided guidance and emotional support, especially in cases where students faced difficult personal circumstances. One moving example was a student from Myanmar who, after fleeing her village due to bombings, managed to complete her coursework despite immense challenges. Dr. Thrivikraman emphasized the importance of empathy and understanding..
“We take education for granted here. But for many students in Gaza or Myanmar, even attending a class is an act of resistance.” Dr. Thrivikraman reflected.

Challenges

The project faced several challenges. Unstable internet connections and scheduling across time zones meant that flexibility was essential. Some students in Gaza had to balance the course with medical education and clinical rounds. Frequent class meetings also proved challenging for students in conflict zones. In Myanmar, language barriers were eased with the help of two Burmese instructors.

Despite these challenges, the students’ resilience and commitment to the project were remarkable.
The project also provided a significant learning experience for all faculties and students. Intercultural workshops were particularly valuable, helping students from different countries understand and appreciate each other’s perspectives.​

Inspiring moments

The most inspiring moments for Dr. Thrivikraman came through the student reflections. One student from Gaza shared a powerful insight about the concept of “place,” emphasizing how instability deeply affects health and well-being:

“In the end, I learned that place is about more than geography. It’s about belonging, stability and survival, and when that place becomes unstable, the very foundation of health and wellbeing collapses with it.” – VIS project Student

Reflections and future plans

Dr. Thrivikraman learned several valuable lessons during the project, especially the importance of slowing down the pace of classes to allow for more dialogue and reflection. The experience also deepened her interest in faculty development and course design, as she recognized the need to create more space for conversation and collaboration in global education projects.

“To make VIS work, you need to slow down the class. You need to build in time for dialogue, for students to process and reflect.”