Medical Students as Agents of Change: Experiential Learning through Sustainability Innovation in Agricultural Waste Management

Background: Medical education increasingly incorporates experiential learning and sustainability to prepare future physicians to address environmental and community health challenges aligned with the Sustainable Development Goals (SDGs). Rice husk (RH), an abundant agricultural biomass waste in Malaysia, remains underutilized despite its environmental and economic potential. This study evaluated a structured community-based experiential learning project in which medical students identified RH waste as a societal issue and developed sustainable solutions.
Methods: This qualitative exploratory study involved six Year 2 preclinical medical students from Universiti Teknologi MARA (UiTM), Malaysia, during a four-week elective project. Participation was voluntary, and students had no prior formal training in sustainability innovation. Students conducted field observations at a rice mill and performed a structured literature review (ScienceDirect and MDPI; 2015–2025). Data from field notes, observation logs, and discussion transcripts were analysed using Braun and Clarke’s six-phase thematic analysis. Two researchers independently coded the data, followed by consensus discussions. Trustworthiness was ensured through peer debriefing, audit trails, and reflexive documentation. Students then developed eco-friendly prototypes and conducted knowledge-sharing sessions with peers and farmers.
Results: Five themes were identified: storage practices, disposal methods, reuse potential, environmental and health implications, and innovation opportunities. Observations revealed partial reuse of RH as boiler fuel but also open storage and burning practices contributing to pollution and health risks. Students developed eco-paper and biodegradable deodorizer prototypes, demonstrating feasibility. Knowledge transfer to farmers highlighted the potential for value-added RH utilization to generate supplementary income while reducing environmental health risks.
Conclusion: Structured experiential learning enabled medical students to address real-world sustainability challenges while developing transferable professional skills. Rice husk innovation represents a feasible, low-cost strategy for improving environmental health and community resilience and provides a replicable model for integrating sustainability-focused innovation into medical education.

experiential learning, medical education, sustainability, environmental health, rice husk

1. Ashraf, M., et al. (2021). Rice husk utilization in sustainable materials. Journal of Cleaner Production, 312, 127745. https://doi.org/10.1016/j.jclepro.2021.127745 [Google Scholar] [Crossref]

2. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa [Google Scholar] [Crossref]

3. Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications. [Google Scholar] [Crossref]

4. Frenk, J., et al. (2010). Health professionals for a new century: Transforming education to strengthen health systems in an interdependent world. The Lancet, 376(9756), 1923–1958. https://doi.org/10.1016/S0140-6736(10)61854-5 [Google Scholar] [Crossref]

5. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall. [Google Scholar] [Crossref]

6. Leal Filho, W., et al. (2019). Sustainable development in higher education: Reviewing needs. Journal of Cleaner Production, 232, 285–294. [Google Scholar] [Crossref]

7. Mohajerani, A., et al. (2019). Rice husk ash in sustainable materials. Journal of Cleaner Production, 237, 117851. https://doi.org/10.1016/j.jclepro.2019.117851 [Google Scholar] [Crossref]

8. Tilbury, D. (2011). Higher education for sustainability: a global overview of commitment and progress. Higher education in the world, 4(1), 18-28. [Google Scholar] [Crossref]

9. United Nations. (2015). Transforming our world: The 2030 agenda for sustainable development. [Google Scholar] [Crossref]

10. World Health Organization. (2021). Health and environment: Managing the linkages. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study