Abstract
In response to growing uncertainty in global health driven by geopolitical tensions, pandemics, and climate-related challenges, global health education must evolve to equip students with theoretical knowledge and core competencies, such as leadership, cross-cultural communication, and strategic thinking. This study reviews the updates to the International Health Project Management (IHPM) course and examines its three key changes: introducing a student-oriented teaching module, incorporating teamwork and role-play to promote autonomy and accountability; expanding geographic flexibility to encourage broader strategic thinking; and strengthening team dynamics through clearer role definitions and targeted support mechanisms. Students formed project teams, established internal regulations, and selected global health scenarios for project design. This revised approach fostered in-depth discussions that encouraged open-minded thinking, enabling students to move beyond disease-focused content to strategic systemic considerations. Greater group ownership also improved collaboration and accountability, addressing common teamwork challenges such as role confusion and uneven participation. However, the analytical depth varied depending on students' disciplinary backgrounds. Finally, we argue that a tiered curriculum that moves from theory to competency building can better support student growth. Overall, these findings highlight the potential of student-oriented approaches to strengthen leadership, cross-cultural communication, and strategic thinking, competencies essential for contributing to a shared future for global health.