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Sustainability in Allied Health Education and Practice: An Exploratory Survey of Student Perspectives, Knowledge, and Attitudes

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  • Carlos Carvalhais

    (ESS, Polytechnic of Porto, R. Dr. António Bernardino de Almeida, no. 400, 4200-072 Porto, Portugal
    RISE-Health, Center for Translational Health and Medical Biotechnology Research (TBIO), ESS, Polytechnic of Porto, Rua Dr. António Bernardino de Almeida, no. 400, 4200-072 Porto, Portugal
    ITR/EPIUnit—Instituto de Saúde Pública, Universidade do Porto, Rua das Taipas, no. 135, 4050-600 Porto, Portugal)

  • Inês Ribeiro

    (ESS, Polytechnic of Porto, R. Dr. António Bernardino de Almeida, no. 400, 4200-072 Porto, Portugal)

  • Ana Xavier

    (ESS, Polytechnic of Porto, R. Dr. António Bernardino de Almeida, no. 400, 4200-072 Porto, Portugal)

  • Miguel Saúde

    (ESS, Polytechnic of Porto, R. Dr. António Bernardino de Almeida, no. 400, 4200-072 Porto, Portugal)

Abstract

The growing urgency of the climate crisis has heightened the importance of integrating sustainability into health education. Allied health professionals are well positioned to lead sustainable healthcare efforts, yet evidence suggests a persistent gap between student awareness and formal training. This study explored the perspectives, knowledge, and attitudes of Portuguese allied health students regarding sustainability. An online and anonymous cross-sectional survey was conducted among undergraduate and graduate students across multiple allied health disciplines. The questionnaire assessed general knowledge, perceptions of curricular integration, and attitudes toward sustainable clinical practice. A total of 247 (response rate of 8.23%) students participated, with the majority expressing high concern about climate change and strong support for environmentally responsible healthcare. However, the results revealed inconsistent awareness of healthcare’s environmental footprint and a limited exposure to structured sustainability education. Friedman tests indicated significant variability in students’ knowledge, perceived responsibility, and curricular experiences. Students identified priority themes for curricular inclusion—such as the environmental impact of the health system—and recognized their alignment with the UN Sustainable Development Goals (SDGs), particularly SDG 3 (Good Health) and SDG 13 (Climate Action). The findings highlight the need for the systematic, competency-based integration of sustainability into allied health curricula to support a climate-resilient and ecologically responsible future healthcare workforce.

Suggested Citation

  • Carlos Carvalhais & Inês Ribeiro & Ana Xavier & Miguel Saúde, 2025. "Sustainability in Allied Health Education and Practice: An Exploratory Survey of Student Perspectives, Knowledge, and Attitudes," Sustainability, MDPI, vol. 17(14), pages 1-14, July.
    • Handle: RePEc:gam:jsusta:v:17:y:2025:i:14:p:6457-:d:1701852
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    References listed on IDEAS

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    1. Heather Krasna & Katarzyna Czabanowska & Shan Jiang & Simran Khadka & Haruka Morita & Julie Kornfeld & Jeffrey Shaman, 2020. "The Future of Careers at the Intersection of Climate Change and Public Health: What Can Job Postings and an Employer Survey Tell Us?," IJERPH, MDPI, vol. 17(4), pages 1-15, February.
    2. Patrizio Zanobini & Marco Del Riccio & Chiara Lorini & Guglielmo Bonaccorsi, 2024. "Empowering Sustainable Healthcare: The Role of Health Literacy," Sustainability, MDPI, vol. 16(10), pages 1-12, May.
    3. Mirko Prosen & Rebeka Lekše & Sabina Ličen, 2023. "Health Professionals’ Role in Promoting Health and Environmental Sustainability through Sustainable Food Advocacy: A Systematic Literature Review," Sustainability, MDPI, vol. 15(18), pages 1-13, September.
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