The University of Pretoria is making waves on the international stage, showcasing innovative advancements in public health education at the Asia-Pacific Conference on Education Technology from the 24^th-28^th March 2025, in Tokyo, Japan hosted by the International Academic Forum (IAFOR). With multiple oral presentations scheduled across sessions, researchers from the School of Health Systems and Public Health (SHSPH), Department of Physiology and Comprehensive Online Education Services (COES), are exploring how smart learning environments, continuous improvement models, artificial intelligence technologies, and virtual reality are transforming teaching and learning.

In Enhancing Public Health Education Through Smart Learning Environments, Prof. Sean Patrick and colleagues presented a comprehensive review that blends educational theory with cutting-edge technology. Grounded in the Community of Inquiry framework, Gardner’s multiple intelligences, and the theory of self-regulated learning, the study analyses the challenges and opportunities of teaching critical public health competencies—like epidemiology and health policy—online. Drawing on assessment example from the University’s fully online Postgraduate Diploma in Public Health, the team proposes a tailored framework for smart learning environments in the African context.

Dr. Yvette Hlophe presented on interdisciplinary findings examining how large language models like GPT-4 can support medical education. The study, Enhancing Critical Thinking Assessment in Medical Education, found that AI-generated feedback not only aligned well with human scoring but often offered superior formative guidance. “This raises exciting possibilities for easing academic workloads while enhancing student learning”, said Dr Hlophe

The spirit of continuous improvement—Kaizen—is at the heart of Designing for Engagement, co-authored by Prof. Liz Wolvaardt and colleagues. The study on the Postgraduate Diploma in Public Health shows how student engagement can be nurtured through thoughtful curriculum design, including gamification, virtual communities, and strategic content delivery. Prof Wolvaardt said that “The success is evident: engagement exceeded expectations, contributing to a 94.9% pass rate.”

In No Sirens: A Student Perspective on Using Virtual Reality in a Public Health Course, Dr Mari van Wyk and Prof. Liz Wolvaardt explore how Virtual Reality platforms like Frame VR can simulate real-life experiences for students. “The pilot study reveals the power of immersive learning, while also highlighting the need for clearer navigation and broader device compatibility” said Dr van Wyk.

These presentations position the University of Pretoria as a leader in leveraging technology to meet the evolving needs of public health education—especially within African contexts. With over 2,000 graduates from its online Postgraduate Diploma since 2022, the University is not only responding to global trends but actively shaping the future of digital learning in health sciences. “Smart learning is not just about technology—it’s about designing learning environments that are adaptive, inclusive, and grounded in real-world challenges,” said Prof. Patrick. “It’s about preparing professionals who are ready to tackle tomorrow’s health crises with innovation and resilience.” As the digital transformation in education accelerates, the University of Pretoria’s work offers a model for how to integrate pedagogy, technology, and context to build stronger, smarter public health systems.