Putting theory into practice: Designing a justice-oriented engaged learning module to foster global citizenship skills among students.

While service-learning is widely recognized within engaged education, it is frequently criticized for insufficient attention to justice and advocacy. This study presents the design and implementation of a justice-oriented, community-engaged global health module, exploring how student participation in advocacy fosters civic and global citizenship competencies. It addresses three research questions: (1) to what extent participation results in the development of civic and global citizenship competencies; (2) how students describe the processes through which these competencies develop; and (3) what conditions enable effective integration of a justice-oriented approach in community-engaged education. A two-year qualitative study was conducted using focus group discussions and reflective student essays. Findings indicated positive changes in students' civic and global citizenship competencies; however, these developments were not linear. The combination of classroom-based activities and community-engaged projects fostered awareness of health issues, reflexivity, and advocacy. Finally, conditions such as partner involvement, student background, and teachers' roles shaped students' learning experiences.