Health systems both face escalating climate risks and contribute to emissions. Dentistry can mitigate impacts via prevention-oriented, low-carbon, and resilient practice, yet climate-health literacy is inconsistently taught. We evaluated whether a curriculum-embedded sustainability module improves climate-health literacy and action readiness among dental students. We conducted a quasi-experimental, two-site, parallel-group evaluation with pre- and post-testing in Türkiye (spring 2023–2024). Fourth-year students at Selcuk University (intervention; 14-week sustainability module) and Izmir Democracy University (control; standard curriculum) completed surveys at baseline (week 0) and post-teaching (weeks 14–15). Primary outcomes were the Climate Change Perceptions Scale for Health and Related Professionals and Students (CCPS-HARPS) total and subscales: Awareness 0.79–0.92 post). In the control group, Awareness (Δ=−0.17, p=0.017), Advocacy (Δ=−0.44, p<0.001), and CCPS Total (Δ=−0.16, p=0.004) declined. The intervention group improved in Health η²ₚ=0.036), Health 0.075), Advocacy (p=0.002; 0.066), CCPS Total (p<0.001; 0.091), and Willingness-to-Act (p=0.006; 0.053); Oral Health was not significant (p=0.190; 0.013). Slope non-homogeneity for Health & Climate and CCPS Total showed larger benefits at lower baselines (e.g., CCPS Total difference 0.37 at 25th percentile, p<0.001), indicating gap-narrowing effects. A semester-long, curriculum-embedded sustainability module produced small-to-moderate gains in climate-health literacy and action readiness among dental students, with the greatest benefits for those starting lower. Findings support integrating assessed, discipline-specific sustainability learning across dental curricula to enable climate-smart, prevention-oriented oral healthcare.
Sönmez et al. (Wed,) studied this question.
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