IGEE Proceedings

Leadership in Science: Reflections by Dr. John Ioannidis: John P.A. Ioannidis; IGEE Proc. 2025;2(3):149-151. Published online October 14, 2025; DOI: https://doi.org/10.69841/igee.2025.022

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Humanitarian Aid in Action: A Global Commitment to Health: Byron Scott; IGEE Proc. 2025;2(3):152-154. Published online October 13, 2025; DOI: https://doi.org/10.69841/igee.2025.021

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Advancing Nursing Education in Low- and Middle-Income Countries: Lessons from Bangladesh for Sustainable Global Health: Taewha Lee, SangA Lee; IGEE Proc. 2025;2(3):155-164. Published online October 23, 2025; DOI: https://doi.org/10.69841/igee.2025.024

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Global disparities in the nursing workforce threaten progress toward sustainable and equitable health systems. This paper presents three initiatives from Bangladesh—including the establishment of the National Institute of Advanced Nursing Education and Research, Chittagong Youngone Nursing College, and Shields Nursing Education Program—to illustrate how coordinated public, private, and international partnerships can strengthen nursing education in low- and middle-income countries. These efforts expanded educational capacity, advanced competency-based curricula, and enhanced faculty development, research, and leadership. Lessons from Bangladesh underscore the importance of embedding nursing within national health strategies, investing in faculty development, strengthening governance systems, integrating digital innovation, fostering responsible partnerships, and elevating the professional recognition of nurses. The Bangladesh case demonstrates that investing in nursing education is a strategic pathway to resilient, self-sustaining health systems and sustainable global health.; Summary

Health inequalities in children: A comprehensive review: Soojin Ahn, Hae Young Kim, Jae Il Shin, Lee Smith; IGEE Proc. 2025;2(3):165-177. Published online October 16, 2025; DOI: https://doi.org/10.69841/igee.2025.007

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Health inequalities, defined as systematic, avoidable, and unfair differences in health outcomes between populations, pose a major challenge to public health. This review examined how socioeconomic status, geographical location, and educational attainment affect children’s physical and mental health. It also highlights how the COVID-19 pandemic has exacerbated these inequalities. Children from lower socioeconomic backgrounds experience less access to healthcare and a higher rate of chronic diseases compared to those from higher socioeconomic backgrounds. Differences in geographical location also increase these gaps, particularly in rural or underdeveloped areas where resources are limited. Limitations in Educational attainment also have a further impact on health by limiting opportunities for health literacy and access to services. The present review explores interventions implemented by governments, hospitals, and schools to address these disparities. While nutritional programs and hospital-based initiatives have achieved some positive progress, challenges remain due to inconsistencies in implementation and funding allocation. In particular, differences in oral health and access to cancer care highlight gaps in existing measures. To overcome these disparities, a coordinated strategy that tackles the socioeconomic determinants of health is required. Politicians, healthcare providers, and educators must work together to guarantee fair allocation of resources and services. Thus, sustained commitment to these activities is required to ensure a healthier and more equitable future for all children.; Summary

Student Involvement in SDG Projects: Seven Years of Yonsei University’s Social Engagement Fund (2018–2025): Sarah Soyeon Oh, In Han Song, Shinki An; IGEE Proc. 2025;2(3):178-183. Published online October 15, 2025; DOI: https://doi.org/10.69841/igee.2025.023

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Background
The Institute for Global Engagement & Empowerment (IGEE) at Yonsei University established the Social Engagement Fund (SEF) in 2018 to align with institutional commitments to the UN Sustainable Development Goals (SDGs). This study examines how IGEE's student-led projects as part of Yonsei University's SEF program have expanded SDG coverage over the past seven years and identifies factors contributing to improved integration across multiple goals.
Methods
We analyzed all 49 SEF projects implemented between 2018 and 2025, coding each project for SDG alignment and tracking coverage patterns over time. Annual SDG engagement was measured using two indicators: (1) the total number of SDGs addressed per year and (2) the average number of SDGs addressed per project.
Results
The number of SEF projects increased steadily from 5 in 2018 to 12 in 2025, reflecting growing student participation and institutional support. Over the same period, annual SDG coverage expanded from 9 total SDG mentions in 2018 to 59 in 2025, demonstrating a marked diversification of focus areas. The average number of SDGs addressed per project rose from 1.8 in the early years (2018–2021) to 4.9 in 2025, peaking at 8.3 in 2022. Early projects primarily centered on institutional and educational goals such as SDG 4 (Quality Education) and SDG 9 (Industry, Innovation, and Infrastructure), while later years showed stronger engagement with SDG 10 (Reduced Inequalities), SDG 11 (Sustainable Cities and Communities), and SDG 13 (Climate Action). Some goals—including SDG 6 (Clean Water and Sanitation) and SDG 14 (Life Below Water)—remained relatively underrepresented.
Conclusions
Student engagement initiatives like SEF can significantly broaden and deepen SDG coverage through structured mentorship, interdisciplinary collaboration, and targeted project funding. By enabling applied, student-driven practice, IGEE’s SEF model demonstrates how universities can translate institutional SDG commitments into measurable and expanding impact across a wide range of sustainability goals.; Summary

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