Climate change is a wicked problem. It is valuable for those working in public health to understand the causes, impacts, and possible responses that affect human health. Educators disagree on effective pedagogical strategies that are both engaging and motivating for students. This research evaluated a course involving climate change and health taught to first-year undergraduate students using a survey codesigned and analyzed through a student–staff partnership. The survey found strong correlations between curiosity and interest in learning and motivation to act. The student respondents preferred educational delivery for best learning outcomes included accessible preparatory material, small group tutorials, and guest lecturers providing specialist disciplinary perspectives. The majority considered there is a link between learning about and subsequently acting on climate change, although a need was identified for educators to promote intrinsic motivation within students in addition to disseminating information in classes. In considering the human health impacts of complex health issues, this article provides a valuable capture of course design and teaching methods that can enhance students’ motivation to act beyond the completion of a university course.

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