Delgado, JaneLachovicz, RebecaPereira, Fernando A.Almeida-de-Souza, JulianaFerro-Lebres, Vera2025-12-052025-12-052025Delgado; Jane; Lachovicz; Rebeca; Pereira; Fernando A.; Almeida-de-Souza; Juliana; Ferro-Lebres; Vera (2025). Learning in complexity: perspective of health sciences students after intensive and immersive training program. In Miradas contemporáneas sobre la educación: investigaciones; experiencias y reflexiones. Barcelona: Ediciones OCTAEDRO. p. 202-210. ISBN 978-84-1079-233-3978-84-1079-233-3http://hdl.handle.net/10198/35195This chapter presents the results of a qualitative study carried out as part of the European project ECOLAH - Embracing a Complexity-Oriented Learning Approach in Health, which evaluated the health student’s perspective an intensive, immersive and co-creation training programme. The programme took place in April 2024 in The Netherlands, involving 46 students and 15 professors from five European countries. The training was structured around four interdependent thematic modules: Complex Adaptive Systems, Futures and Epistemic Literacy, Becoming in Complexity and Holding and Facilitating Environment. Data was collected using questionnaires, written reflections and observations, and analysed using qualitative methodology. The results indicate relevant transformations in the pedagogical development of competences such as empathy, critical thinking, self-reflection, self-care and collaboration. Experiential learning in an immersive environment, combined with the co-creation of content and practices, proved to be a catalyst for future literacy and transformative education. It is concluded that complexity-oriented pedagogical approaches can contribute to the training of health professionals who are more resilient, ethical and prepared to act in uncertain and dynamic contexts.engComplexityCo-creationImmersive learningHealth educationFuture literacybook part