da Costa, EmiliaRuiz Fernández, María DoloresFernández Medina, Isabel MaríaJimenez Lasserrotte, Maria del MarVentura-Miranda, Maria Isabel2026-03-052026-03-052026-01-202296-2565http://hdl.handle.net/10400.1/28341Health education and health promotion are undergoing profound transformation. Demographic transitions, aging populations, increasing multimorbidity, persistent inequities, and rapid technological change are reshaping how learners understand and navigate health. In this evolving context, traditional knowledge-transmission models are no longer sufficient to prepare future professionals for complex, multicultural and digitally mediated environments. Innovation in teaching and learning has therefore become essential, not only to improve learning outcomes, but to strengthen ethical reasoning, equity, and learner autonomy. This global shift echoes recent OECD (1) analyses highlighting how digitalisation, demographic aging and widening social disparities are redefining the competencies required of tomorrow’s health workforce and calling for educational approaches attuned to complexity and uncertainty. It is also consistent with the World Health Organization’s call for transformative health workforce education, which stresses that conventional training models can no longer meet the demands posed by demographic change, chronic disease burdens, technological acceleration and growing inequities.engArtificial intelligence in educationDigital health educationEquity and inclusionHealth educationHealth professions educationInnovative teaching and learningeditorial10.3389/fpubh.2025.1770591